Transcript (Powerpoint) Personal Development and Mutual Understanding

InCAS
Update for Teachers
June 2011
1
Learning Intentions
With reference to InCAS, teachers will be aware of:
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•
•
•
•
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Current information from the Department of Education ;
The 5 key processes involved in managing the assessments;
Interpreting data at class and pupil level;
Remediation strategies provided by CEM;
Requirements for sharing information with parents and pupils;
Current CCEA Help and Support ; and
Will have the opportunity to:
•
•
Complete data analysis activities
Share best practice.
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Introduction to InCAS
Interactive Computerised Assessment System:
• is a computer-based diagnostic assessment which is
adaptive
• focuses on the pupil as an individual
• selects the initial question based on the pupil’s age
• presents further questions in response to the pupil’s
answers
Ref: Information for Teachers-2009 p.9
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Purpose of InCAS
“The primary purpose of InCAS assessments is to
contribute to diagnostic support for pupils’ learning – it
is not to compare pupils.”
“ InCAS …. provides assessments in Reading and
General Maths and optional associated assessments
and is an integral part of our wider, collective efforts to
raise outcomes in literacy and numeracy for all young
people.”
Paragraphs 4,7 - DE Circular 2010/20
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InCAS Exemptions
• Pupils with a statement of special educational
needs who has been assessed as having severe
learning difficulties.
• Pupils exempted from any of the requirements of
the Education (Northern Ireland) Order 2006.
• New Irish Medium Primary School or unit does
not have to carry out the InCAS in the school
year in which it first becomes grant-aided.
Paragraph 27 - DE Circular 2010/20
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“The interests of pupils
rather than institutions
must be at the centre of
efforts to improve
educational
achievement and tackle
underachievement.”
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InCAS
Circular Number: 2011/10
Subject: Count, read: succeed A Strategy to Improve
Outcomes in Literacy and
Numeracy
13th May 2011
www.deni.gov.uk
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Key elements of the strategy
• a) The revised curriculum, which has literacy and
numeracy at its core.
• (b) Revised assessment arrangements that complement
the curriculum and attach priority to progression in
literacy and numeracy.
• (c) Supporting the central role of teachers in raising pupil
attainment.
• (d) Early intervention to address underachievement.
• (e) Engaging parents, families and communities.
• (f) More effectively identifying and sharing the best
practice that exists in so many schools…
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InCAS Assessments in N.I.
2007-2008 2008-2009 2009-2010
20102011
Reading
881 Schools
25846 Pupils
880 Schools
46715 Pupils
886 Schools
96237 Pupils
881 Schools
91590 Pupils
General
Maths
888 Schools
25856 Pupils
889 Schools
47059 Pupils
886 Schools
94439 Pupils
881 Schools
91025 Pupils
Developed
Ability
119 Schools
3037 Pupils
234 Schools
11433 Pupils
345 Schools
30886 Pupils
549 Schools
49897 Pupils
Mental
Arithmetic
290 Schools
7248 Pupils
346 Schools
17347 Pupils
345 Schools
33213 Pupils
507 Schools
43308 Pupils
Spelling
450 Schools
13742 Pupils
443 Schools
21906 Pupils
399 Schools
40352 Pupils
515 Schools
47335 Pupils
Attitudes
127 Schools
2500 Pupils
174 Schools
7843 Pupils
227 Schools
19652 Pupils
382 Schools
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30765 Pupils
Session 2
5 Key Processes
School / Classroom
Management
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Using InCAS: Key processes
Creating the Assessments
Completing the Assessments
Sending the Assessments for Marking
Accessing and Understanding Feedback
Using the Information
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InCAS –
Practical Guidance for Teachers
• Creating the assessments
• Completing the assessments
• Sending the assessments for marking
• Accessing and understanding the feedback
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School Preparation Booklet
Best Practice Suggestions:
• A meeting with relevant staff early in the Autumn term
• One person nominated to have responsibility for
conducting the Preparation of the InCAS software
• Early decision as to whether you intend to use InCAS
with Year groups outside of 4, 5, 6 & 7
• Consider use of Non-statutory InCAS assessments
• Consider the computer resources in your school
• Ensure that InCAS 11-12 software is installed on the
required computers
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Key Processes
COMPLETING THE ASSESSMENTS
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Completing the Assessments
• Build the InCAS assessments into your timetables;
• Take account of when you intend to give the ageequivalent outcomes in writing to parents and hold
parent meetings;
• Ensure all relevant staff are familiar with:
– the September 2011 ‘Information for Teachers Using
InCAS’ manual; and
– CEM Remediation Guidance (Literacy & Numeracy
documents).
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Initial Teacher Preparation
Ensure that pupils:
• are familiar with the computer/laptop that they will be
using for the assessments, especially if they will be using
a touchpad
• understand the assessments they will be completing and
have had an opportunity to view the Inky Pupil Demo to
help prepare for the assessments
available from www.nicurriculum.org.uk
• have sufficient time to complete the assessment/s. Once
an assessment is started it cannot be paused
• have pencil and paper to complete the General Maths
assessment
Ref: Information for Teachers-2009 p.22
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Teacher Preparation Summary
Assessment Preparation
Teachers should check that:
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they have the password list for the Class
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all pupils are listed and their details are correct
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wireless laptops (if used) are within ‘range’ of the wireless network
connection
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laptop batteries are sufficiently charged
•
the sound is working on all the computers/laptops.
•
there are a sufficient number of working headphones and that
these are plugged in firmly—also ensuring the sound is not set too
loud.
Ref: Information for Teachers-2009 p.22
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Teacher Preparation Summary
Remember pupils should not:
• be given help to answer the questions during the
assessments
• use calculators, number lines etc. during maths
assessments
• use pencil and paper for the Mental Arithmetic
assessment
• leave the computer before completing the assessment
• repeat assessments
Ref: Information for Teachers-2009 p.22
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General Maths:
Example
Marina’s actual age is
7yrs 3m.
The number of
questions in each
set may vary
depending on how
many right answers
a child gives..
Pupils are asked several sets of
questions to give them a number of
chances to demonstrate their ability.
     X
5yrs 4m
To give her a good
chance of getting
the first question
correct InCAS
chose a question
which is targeted
at a pupil younger
than her actual
age.
X
 X
X
 X
X
This is the age range
covered during this set of
questions.
10yrs
 X
7yrs 4m
 X
 X
 X
  X
9yrs 2m
     X
7yrs 6m
 X
7yrs 7m
X
8yrs 4m
X
 X
X
 X
X
This assessment
produced a General
Maths Age of 7yrs 9m
for Marina.
X
8yrs 2m
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Key Processes
SENDING THE ASSESSMENTS
FOR MARKING
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Assessment Marking
• As each pupil completes an InCAS assessment their
data will be saved automatically onto your school system
• For ease, schools should ideally wait until all pupils have
finished InCAS before sending assessments for marking.
• Once your assessments have been uploaded, your data
will be analysed and charts and tables produced. It is
recommended that you allow 24-48 hours for this to
occur.
• You will need your school’s unique User Name and
Password to complete this process.
Ref: Information for Teachers-2009 p.22
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Key Processes
ACCESSING AND UNDERSTANDING
FEEDBACK
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Types of Feedback
Ref: Information for Teachers-2009 p.27
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Standard Feedback
Ref: Information for Teachers-2009 p.29
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Scores Chart
Achievement
General Maths Modules
Ref: Information for Teachers-2009 p.31
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Understanding Data
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Reading Assessment:
Minimum age equivalent outcome is 4 years.
If a pupil’s combined Word Recognition and Word Decoding outcomes are
low they will not be given a Comprehension passage
- in this case the Reading Age will be based on their Word Recognition,
Word Decoding and the minimum Comprehension outcome.
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General Maths Assessment:
Minimum age equivalent outcome is 3 years.
Along with an overall General Maths outcome pupils will receive a
breakdown for Number, Measures Shape & Space and Handling Data - if
they have answered a sufficient number of questions in a consistent
manner. If not - this will be indicated with a # symbol in the feedback.
Ref: Information for Teachers-2009 p.28
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Missing Outcomes
Issue:
Pupils have completed assessments but their
outcomes are not in the feedback.
Check that:
• assessments have been sent for marking once they
were done; and
• the whole process has been completed e.g. you must
transfer and upload the assessments.
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* Asterisks in Reading *
You should never see an asterisk for Reading if there are
outcomes for Word Recognition, Word Decoding or
Comprehension.
If a pupil has a Reading outcome you should never see an asterisk
for their Word Recognition or Word Decoding.
If a pupil has average or high Word Recognition and Word
Decoding outcomes you should never see an asterisk under their
Comprehension.
An overall Reading outcome should be available to report to
parents for all pupils who complete the assessment.
Any queries in relation to asterisks please phone the Helpdesk
028 9026 1274
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Age Comparison Chart
Ref: Information for Teachers-2009 p.35
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St. Ita’s PS - Case Study
This case study outlines in practical terms one school’s
approach to:
• managing their InCAS assessments;
• analysing the feedback data; and
• using the data to assist their teaching planning.
The case study can be found in the InCAS section on
www.nicurriculum.org.uk and is divided into 3 video clips.
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Example Pupil Scores Table
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Case Study 2
www.nicurriculum.org.uk/key_stages_1_and_2/assessment/InCA
S/case_studies/index.asp
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Key Processes
USING THE DATA
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Using InCAS Outcomes
Pupil Level
Monitoring individual pupil progress – to ensure every pupil is reaching
his or her full potential.
Class Level
Help teachers plan their teaching during the school year to meet the
needs of pupils in their classrooms.
School Level
Self-evaluation
Development planning
Target-setting
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Diagnosing and Remediating
Literacy Problems
Using InCAS Software
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Reading - an interactive
compensatory process
Word Recognition/
Word Decoding
Comprehension
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Reading Difficulties
Phonological Deficit
(Word Decoding)
Visual Memory
(Word Recognition)
These
can overlap
Speed of Processing
(Comprehension)
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Comprehension
Factors Contributing to Text Comprehension:
1. Knowledge of text structures
2. Vocabulary
3. Background knowledge
4. Fluent word recognition and decoding
5. Task persistence
6. Ability to understand verbal communication
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Diagnosing and Remediating
Mathematical Problems
Using InCAS Software
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Defining Maths Difficulties
• Low attainment: having a score that is below
that expected given a pupil’s age.
• Under attainment: having a score that is
significantly below that expected given the
pupil’s ability.
• Lack of progress: it is a characteristic of weak
mathematicians that they fall further behind the
most able as they progress through the school.
However, it should still be evident that they are
making progress.
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Session 3
Working with Parents
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Reporting InCAS Outcomes
to Parents 2011
•
Schools are required to provide age-equivalent InCAS outcomes
for Reading and General Maths to parents in writing during the
autumn term for the 2011/12 school year only. New chart
available for autumn 2011.
•
This information may be presented in either tabular or graphical
format, depending on which presentation schools consider is most
accessible to parents.
•
Schools are required to offer parents a meeting to discuss
outcomes by the end of the autumn term.
•
Schools should ensure that parents are aware of the primary
purpose of InCAS… contributes to diagnostic support for pupils’
learning – not to compare pupils.
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A Parent’s Guide
to InCAS - 2011
Insert a screen grab of
the parent leaflet
During the autumn term
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Year 4-7 complete InCAS Reading and General Maths;
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Reading and General Maths Ages for this year given to parents
in writing; and
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An opportunity to discuss outcomes at a parent meeting.
InCAS:
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Focuses on a pupil’s performance on one particular day;
•
Is not designed to compare pupils with each other;
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Is intended to encourage you and your child’s teacher to work
together to support their learning as effectively as possible;
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Is not for any purpose related to the transfer of pupils from
primary to post-primary school.
For more information:
www.nicurriculum.org.uk
Other information includes:
•
Where a parent can view the Inky Pupil Demo;
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An explanation of InCAS Reading and General Maths; and
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An example of how InCAS might assess one pupil’s General
Maths.
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InCAS and Your Child
Parent Presentation
What is this?
This short video with animation was
designed to explain InCAS
assessments to parents and is
presented by Christine Merrell and
Stephen Albone (CEM).
How will I use it?
Show it at a group parent meeting.
Where can I find it?
www.nicurriculum.org.uk
Suggest parents watch it at home
if they need more information
about InCAS.
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Session 4
CCEA Support
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New CCEA Support & Resources
• Parent Leaflet (2011)
• Information for Teachers Using InCAS in Northern Ireland
2011 including the original Practical guidance document.
• InCAS Preparation and Support Booklet (2011)
• Case studies on ‘Using InCAS Data’
• Inky Demos for all InCAS assessments
• CCEA Definitions Leaflet of the InCAS General Maths
Modules
• Revised InCAS and Annual Report online training
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CCEA Definitions of the
InCAS General Maths Modules
What is this?
This document provides more information about the particular aspects of Mathematics and
Numeracy in the Northern Ireland Curriculum that are assessed within the modules within
InCAS General Maths.
It may be used by, for example:
Senior Managers
Considering areas for inclusion in the school
development plan.
Key Stage and Numeracy
Co-ordinators
Analysing the performance of whole classes,
year groups and key stages.
Teachers and Special Educational
Needs Co-ordinators
Setting targets for the learning and teaching of
individual pupils.
Teachers
Reviewing the progress of the whole class and
preparing work for groups of pupils.
Throughout this document all of the references are drawn from The Northern Ireland Curriculum
Primary published by CCEA (2007) which is available for download on www.nicurriculum.org.uk
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CCEA Definitions of the
InCAS General Maths Modules
Key points to remember
1.
InCAS questions are chosen based on the pupil’s age and then on their answers.
This means that, for example a Key Stage 1 pupil working well beyond their age
may view questions normally associated with Key Stage 2;
2.
General Maths lasts no longer than 20 minutes and it is not possible to assess
every aspect of Mathematics and Numeracy in the Northern Ireland Curriculum
within this short time;
3.
Not all aspects of the Northern Ireland Curriculum can be assessed effectively
on the computer; and
4.
Several aspects of Number within Mathematics and Numeracy in the Northern
Ireland Curriculum are assessed in the InCAS Mental Arithmetic assessment,
which is optional and need only be completed if a school chooses to do so.
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InCAS home page
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Evaluation
Please complete the evaluation.
This is important as your comments are valued
and will inform future improvements.
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