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Interpreting Feedback from Baseline tests- Whole School and Individual Student Data
CEM CONFERENCE EXETER
Geoff Davies
Day 1 Session 2 27th February 2013
Using Baseline Data for Teaching and Learning
• Informing professional judgement• Begging Questions• Supporting teachers• Starting conversations• Starting a diagnostic process in some cases
How able is this year group?
What are the strengths and weaknesses of this cohort?
How did individuals perform?
Bands, percentiles, standardised scores…
0
50 60 70 80 90 100 110 120 130 140 150
Standardised scores
DC B
A
105 20 301 40 90 958070 996050Percentiles:
25 75
National Quartile Ability Bands
BASELINE D C B A
ALIS: AV GCSE <5.0 5.0-5.7 5.7-6.55 >6.55
Yellis % >43 43-52 52-61 >61
STANDARDISED CABT MidYIS, Yellis and Alis <90 90-100 100-110 >110
IN ANY COHORT, 25% OF THE POPULATION WILL BE IN EACH BAND.
THE VALUES MAY VARY SLIGHTLY FROM YEAR TO YEAR
BANDS
Band Profile Graph: all MidYIS cohort
Checking this graph each year will give you an immediate overview of your intake.
A school with a ‘completely average’ intake would have 25% of pupils within each band.
Band D Band A
Independent schools only
Overall: Percent in each BandYear 7 MidYIS Test 2011/2012
Independent Schools' StandardisationYear 7 MidYIS Test 2011/2012
Independent Schools' Standardisation
45
36
14
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D C B A
Per
cen
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2011-12
7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2012
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32
23
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15
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<= 76 76 - 88 88 - 96 96 - 105 105 - 113 113 - 125 >= 125
Far BelowAverage
Well BelowAverage
BelowAverage
Average AboveAverage
Well AboveAverage
Far AboveAverage
Category
Per
cen
tag
e
A Grammar School present year 11 (5th year) YELLIS BANDS
Alis: year 12 students, two baseline profiles for the same school
Nationally, 25% in each band
Comments and potential implications?
35
2621
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D C B A
Per
cen
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Maths: Percent in each BandYear 7 MidYIS Test 2011/2012
17
37
2025
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D C B A
Per
cent
Vocabulary: Percent in each BandYear 7 MidYIS Test 2011/2012
Band A Band ABand D Band D
Comments?
11
21
33 35
0
10
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30
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90
100
D C B A
Per
cent
Non-Verbal: Percent in each BandYear 7 MidYIS Test 2011/2012
2924 26
21
0
10
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100
D C B A
Per
cen
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Skills: Percent in each BandYear 7 MidYIS Test 2011/2012
2924 26
21
0
10
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100
D C B A
Per
cen
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Skills: Percent in each BandYear 7 MidYIS Test 2011/2012
38
2619 17
0
10
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30
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D C B A
Per
cen
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Proof Reading: Percent in each BandYear 7 MidYIS Test 2011/2012
24 23 2330
0
10
20
30
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100
D C B A
Per
cent
Perceptual Speed & Accuracy: Percent in each BandYear 7 MidYIS Test 2011/2012
What do the sections of the MIDYIS test measure?
The Vocabulary component of the test is generally an important element for most subjects. For English, History and some Foreign Languages it is the best. However the Vocabulary score is perhaps the most culturally linked of all the scores. Those who have not been exposed to vocabulary-rich talk or a wide variety of reading material or whose first language is not English are unlikely to have developed as high a vocabulary score as they would have developed in a different environment.
Maths Score
The Maths score is well correlated with most subjects but is particularly important when predicting Maths, Statistics, ICT, Design Technology and Economics.
The Maths section has been designed with the emphasis on speed and fluency, rather than knowledge of Maths. Like the Vocabulary score, the Maths score is a good predictor of later academic performance.
Vocabulary Score
Non-Verbal Score
The Non-Verbal score is composed of the three sub tests: Cross-Sections, Block Counting and Pictures. The Non-verbal score is important when predicting Maths, Science, Design Technology Geography, Art and Drama. It provides a measure of the pupil’s ability in 3-D visualisation, spatial aptitude, pattern recognition and logical thinking. It can give an insight in to the developed ability for pupils for whom English is a second language
Skills Score
In the Proof Reading section pupils are asked to spot mistakes in the spelling, punctuation and grammar of a passage of text. eg mis-spelling of words like ‘there’ and ‘their’.
The PSA (Perceptual speed and accuracy) section asks pupils to look for matches between a sequence of symbols on the left and a number of possible choices on the right. Given enough time most pupils would probably get the answers correct but we are measuring how quickly pupils can find a correct match. An interesting result from our work with the Deaf and Hearing Impaired community shows that on average, Hearing Impaired pupils score well above the national average on the PSA section of the test. The PSA section allows speed to be demonstrated free from the demands of memory.
The Proof Reading and PSA tests are tests for the modern world, and are designed to measure fluency and speed. They rely on a pupil’s scanning and skimming skills, skills that are desirable in examination situations.
16
Individual Pupil Records:• Show pupils’ strengths and weakness of
different sections of the baseline test• Bands A,B,C, & D (quartiles)• Scores are standardised to have a mean of
100 and a standard deviation of 15• Tables and graphs which include error bars• Stanines and percentiles• Confidence limits
Top of confidence limit
Bottom of confidence limit
IPRs (Individual Pupil Record Sheets)
An exercise for you on this later!!
Vocabulary Maths Non Verbal Skills MidYIS Score
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
Average 100.6 95.9 105.3 99.2 98.1
St. error 1.1 1.1 1.1 1.1 1.1
On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2)
• would not be higher than 100.6 + 2.2 = 102.8
• would not be lower than 100.6 – 2.2 = 98.4
Standardised Scores Sort Data By...
Mean Score: 100
Standard Deviation: 15
How might this information be useful?
Scores Standardised On A Nationally Representative Sample of Schools
2009Vocabulary Maths Non-Verbal Skills Overall
Score Band Score Band Score Band Score BandScore
Band
Pupil 01 122 A 125 A 116 A 107 B 126 A
Pupil 02 105 B 110 A 127 A 95 C 108 B
Pupil 03 105 B 93 C 110 B 89 D 99 C
Pupil 04 91 C 116 A 130 A 115 A 103 B
Pupil 05 111 A 144 A 122 A 103 B 129 A
Pupil 06 107 B 112 A 85 D 97 C 109 B
Pupil 07 115 A 106 B 100 C 86 D 112 A
Pupil 08 141 A 137 A 132 A 135 A 143 A
Pupil 09 104 B 92 C 105 B 109 B 98 C
Pupil 10 99 C 119 A 114 A 99 C 109 B
Pupil 11 108 B 126 A 130 A 140 A 118 A
Pupil 12 106 B 123 A 120 A 105 B 116 A
Pupil 13 103 B 96 C 103 B 104 B 99 C
Pupil 14 108 B 110 B 112 A 108 B 110 A
Pupil 15 95 C 104 B 103 B 122 A 99 C
Some pupil data MIDYIS
50 60 70 80 90 100 110 120 130 140 150
Standardised Test Score
Stanine 1
2 3 4 5 6 7 8 9
4% 4 % 7% 7% 12% 12% 17% 17% 20%
Individual Pupil Record 75Date Of Birth: 24/12/97 Student Number:Sex: F Form:
Band Stanine PercentileStandard
ScoreVocabulary B 5 53 101
Maths B 5 52 101
Non-Verbal C 5 46 98
Skills C 5 46 99
MidYIS Score B 5 52 101
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Na
tio
na
lly
Sta
nd
ard
ise
d S
core
s
Nationally Standardised Scores with 95% Confidence Band
106 B 96 C
Proof Reading PSA
A relatively lower vocabulary score might indicate a difficulty which:
• could contribute to under-performance in most, if not all subjects
• might lead to ‘stressful situations’
• may lead to further investigation and subsequent pupil support
Individual Pupil Record RAWAD OKBIDate Of Birth: 29/08/99 Student Number:Sex: M Form: 8E
Band Stanine PercentileStandard
ScoreVocabulary D 3 20 87
Maths B 5 58 103
Non-Verbal B 6 67 107
Skills B 6 71 108
MidYIS Score C 4 34 94
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Na
tio
na
lly
Sta
nd
ard
ise
d S
core
s
Nationally Standardised Scores with 95% Confidence Band
Proof Reading PSA
88 D 118 A
A relatively low maths score might indicate potential weaknesses in subject areas which require:
• numerical skills
• logical thinking
• skills such as sequencing
CONVERSELY: a high maths score but a low vocab/reading score…….
Individual Pupil Record RACHEL STRONACHDate Of Birth: 13/1/99 Student Number:Sex: F Form: 8E
Band Stanine PercentileStandard
ScoreVocabulary B 6 63 105
Maths D 3 15 84
Non-Verbal A 6 76 111
Skills B 6 67 107
MidYIS Score C 4 37 95
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Na
tio
na
lly
Sta
nd
ard
ise
d S
core
s
Nationally Standardised Scores with 95% Confidence Band
A relatively high non-verbal score might indicate potential strengths in subject areas which require:
• 3d, and 3d into 2d, visualisation
• Spatial awareness
• Understanding images in 2d representing 3d
• Extracting information from visual images
• Science, D and T, Art, Geography……
and vice versa
Individual Pupil Record SULAIMAN BAHELMIDate Of Birth: 23/2/99 Student Number:Sex: M Form:
Band Stanine PercentileStandard
ScoreVocabulary A 7 81 113
Maths B 6 66 106
Non-Verbal D 3 18 86
Skills B 6 68 107
MidYIS Score A 7 77 111
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Nat
iona
lly S
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Sco
res
Nationally Standardised Scores with 95% Confidence Band
A relatively low skills score might indicate potential weaknesses such as:
• Speed of processing/working
• Potential underperformance in test/examination conditions
• Poor written work (SPG etc.)
and vice versa
Skills: Proof Reading
Skills: Perceptual Speed and Accuracy
Date Of Birth: Student Number:Sex: M Form: 7Y
Band Stanine PercentileStandard
ScoreVocabulary A 9 99 134
Maths A 8 90 119
Non-Verbal A 7 85 116
Skills D 3 20 87
MidYIS Score A 9 98 130
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Nat
iona
lly S
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sed
Sco
res
Nationally Standardised Scores with 95% Confidence Band
Proof Reading PSA
Sex: M Form:
Band Stanine PercentileStandard
ScoreVocabulary C 5 50 100
Maths A 8 89 119
Non-Verbal B 5 54 102
Skills B 6 61 104
MidYIS Score B 6 72 109
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Nat
iona
lly S
tand
ardi
sed
Sco
res
Nationally Standardised Scores with 95% Confidence Band
Proof Reading PSA
101 B 83 D 83 D 114 A
SEN use of MIDYIS test results
Analysis of baseline test individual skill profiles to indicate potential areas of learning difficulties
e.g. If the two lowest scores are the vocabulary and skills section and are, or close to being, statistically significant (see IPR)
• Then the student might be dyslexic.......
• Follow-up with appropriate diagnostic tests…..
Individual Pupil Record LAUREN BAKERDate Of Birth: 28/11/99 Student Number: J870396003050
Sex: F Form: 7C
Band Stanine PercentileStandard
ScoreVocabulary C 4 27 91
Maths B 6 68 107
Non-Verbal B 6 75 110
Skills D 2 10 81
MidYIS Score C 5 45 98
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130
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Vocabulary Maths Non-Verbal Skills MidYIS Score
Nat
ion
ally
Sta
nd
ard
ised
Sco
res
Nationally Standardised Scores with 95% Confidence Band
Scores over 130 – top 2% nationally
Scores over 126 – top 5% nationally
Scores over 120 – top 10% nationally
Scores over 110 – top 25% nationally
Using national baseline test scores to Identify Gifted Pupils
Using MidYIS IPRs to Inform Teaching and Learning
The IPR on its own simply tells us about the relative performances of the pupil on the separate sections of the test, where the pupil is strong, where performance has been significantly above or below national averages or where the pupil has significantlyoutperformed in one section or another.
It is when the IPR is placed in the hands of a teacher who knows that pupil that it becomes a powerful tool.
It is what teachers know about individual pupils: what has happened in the past, how they respond togiven situations and how they work in the teacher’s specific subject that inform the interpretation of the IPR
If the IPR data from MidYIS, the teacher’s personal and subject specific knowledge and experiences regarding the pupil can be shared, then there becomes a much more powerful instrument for supporting pupils’ learning needs.
Some pupils will display an IPR pattern with significant differences between one or two components of the MidYIS Test.
These can be the most interesting and possibly the most challenging pupils for mainstream classroom teachers.
Scenarios and anecdotal findings
Handout Page 3
A SELECTION OF MIDYIS SCORES FOR ‘WATERLOO ROAD’ !!
Vocabulary Maths Non Verbal Skills MidYIS Score
St. Score Band St. Score Band St. Score Band St. Score Band St. Score Band
Surname Sex
A F 81 D 110 B 108 B 112 A 94 C
B F 128 A 107 B 105 B 94 C 120 A
C M 106 B 121 A 103 B 90 D 114 A
D F 107 B 84 D 96 C 107 B 96 C
E M 96 C 90 D 130 A 91 C 92 C
F F 86 D 86 D 120 A 74 D 84 D
G F 100 B 115 A 80 D 103 B 108 B
H F 121 A 96 C 114 A 86 D 111 A
I M 92 C 100 C 96 C 123 A 95 C
J M 100 C 105 B 100 C 99 C 102 B
K M 128 A 132 A 114 A 131 A 133 A
L M 76 D 70 D 74 D 73 D 71 D
What do I need to know/do to teach this (difficult) class of twelve pupils
Why would this be a very challenging class to teach?
These are real anonymous scores from a number of schools around the UK3
Vocabulary scores significantly lower than other component scoresSecond language? Deprived areas? Difficulty accessing curriculum.? Targeted help does work. Seen in nearly all schools. Worth further diagnosis. Could potentially affect performance in all subjectsVocabulary scores significantly higher than other component scoresGood communicators. Get on. Put Maths problems in words?Mathematics significantly higher than other scoresFrom Far East? Done entrance tests? Primary experience? Mathematics significantly lower than other scoresPrimary experience. Use words and diagrams? Sometimes difficult to change attitude..Difficultiess with logical thinking and skills such as sequencingLow Mathematics scores with High Non-verbal ScoresUse diagrams. Confidence building often neededPupils with non-verbal scores different from others – High Non-verbal ScoresFrustration? Behaviour problems? Don’t do as well as good communicators or numerate pupils? Good at 3D and 3D to 2D visualisation and spatial awareness. Good at extracting information from visual imagesPupils with non verbal scores different from others – Low Non-verbal ScoresPeak at GCSE? A level ?Pupils with low Skills scoresExams a difficulty after good coursework? Suggests slow speed of processing. High Skills ScoresDo well in exams compared with classwork?The Average PupilThey do exist!High scores throughoutAbove a score of 130 puts the pupil in the top 2% nationallyLow scores throughoutBelow a score of 70 puts the pupil in the bottom 2% nationally 3
07S1 - 117
07Q1 + + 117
07H1 + 126
07M2 - 106
07Q2 + 127
07H1 - + 120
07Y1 111
07Y1 + + 113
07S2 98
07S2 - - 137
07T2 + 116
07Q1 + 101
07S1 + 113
07H2 - 126
07H1 + 88
07H2 104
07M1 123
07M2 - 128
07S1 - 111
07Q1 + 114
07Q2 + 109
7Y2 - + 132
Last Name First Name Tutor Group Vocab Maths Non Verbal Skills Overall MidYIS
Sharing data with colleagues: e.g. baseline test data
INSIGHT Pupil IPR
Band Stanine PercentileStandard
ScoreKS3
Equivalent
Speed Reading B 6 69 107 6c
Text Comprehension B 5 60 104 5a
Passage Comprehension C 5 45 98 5b
Overall Reading B 5 59 103 5a
Number & Algebra D 3 19 87 4a
Handling Data B 6 61 104 6a
Space, Shape & Measures D 4 23 89 5c
Overall Mathematics C 4 31 93 5b
Biology A 7 82 114 6a
Chemistry A 9 96 127 7a
Physics A 8 89 118 7c
Overall Science A 8 93 122 7b
Vocabulary B 6 65 106
Non Verbal B 6 70 108
Skills A 8 92 121
Overall Ability C 4 36 94
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Standardised Scores With 95% Confidence Band
N
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KS
3 L
evel
KS3 Equivalent Levels with 95% Confidence Band
IPRs in KS3 Levels
NATIONAL AVERAGE
The code:
j: reduces size
k: infills
m: inverts
Sharing the baseline Information within School
Using your MIS systems
Baseline test data can be useful
• to indicate reasons for student learning difficulties and may go some way to explain lack of progress, flag up causes for underachievement and even behaviour problems.
• for all teachers and support staff. It can help to support professional judgement and give a better understanding of the progress students make at school and their potential later performance.
• to refer to for pupil reviews, writing reports, meeting parents, monitoring progress and interim assessments.
HANDOUT 1
pages 1 and 2
2013 Current Year7 2009 Current Year 112012 Current Year 8 2008 Current Year 122011 Current Year 9 2007 Current Year 132010 Current Year 10 2006 Last year’s Year 13
Historical Band Profiles: Overall Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2007 2008 2009 2010 2011 2012 2013
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
Historical Band Profiles: Vocabulary Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2007 2008 2009 2010 2011 2012 2013
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
Year Band A Band B Band C Band D
2013 14 26 36 23
2012 22 21 31 26
2011 18 24 31 28
2010 24 23 28 24
2009 19 29 28 24
2008 17 34 24 25
2007 23 26 27 23
2006 18 24 26 32
OVERALLMIDYIS
VOCABULARY Year Band A Band B Band C Band D
2013 19 34 28 18
2012 25 20 37 17
2011 25 24 26 25
2010 28 23 27 21
2009 23 22 29 27
2008 30 21 25 25
2007 30 26 23 20
2006 19 19 30 32
Percentage of pupils falling into each MidYIS Band over time
1
Historical Band Profiles: Non Verbal Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2007 2008 2009 2010 2011 2012 2013
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
Historical Band Profiles: Maths Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2007 2008 2009 2010 2011 2012 2013
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
MATHS
Year Band A Band B Band C Band D
2013 12 18 39 31
2012 17 21 26 35
2011 12 21 34 33
2010 21 20 29 29
2009 23 22 26 29
2008 16 19 36 28
2007 19 23 29 28
2006 24 18 29 29
NON VERBAL
Year Band A Band B Band C Band D
2013 29 35 22 15
2012 35 33 21 11
2011 19 35 27 19
2010 24 32 33 11
2009 34 24 31 11
2008 21 31 30 18
2007 28 37 22 13
2006 25 34 25 15
Scores Standardised on a Nationally Representative Sample of Schools1
Historical Band Profiles: Skills Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2007 2008 2009 2010 2011 2012 2013
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
Year Band A Band B Band C Band D
2013 18 27 13 42
2012 21 26 24 29
2011 24 24 19 32
2010 30 26 23 21
2009 26 26 29 19
2008 21 21 27 30
2007 23 25 31 21
2006 12 25 34 29
SKILLS
PROOF READING
YearBand
ABand
BBand
CBand
D
2013 14 15 19 52
2012 17 19 26 38
2011 14 20 22 44
2010 20 24 27 29
2009 21 29 18 31
2008 14 25 28 33
2007 14 35 27 24
2006 11 22 35 32
YearBand
ABand
BBand
CBand
D
2013 31 22 17 30
2012 30 23 23 24
2011 33 23 25 19
2010 36 22 23 19
2009 32 24 22 22
2008 23 23 24 30
2007 26 29 22 23
2006 16 24 32 29
PERCEPTUAL SPEED AND ACCURACY
2
1) Some teachers feel that the intake into the school has changed in the past few years. If so in which areas is the intake stronger or weaker?
2) Look at the breakdown of the individual test components for last year’s year 11. (2008 entry). What do you notice?a) Achievements in a core subject at GCSE in 2012 were below what had been achieved in previous years. Can you suggest which subject it was?
b) Why would you expect better results at GCSE in this subject this year.
c) This subject faces challenges in at least two further entry cohorts. Which are they? Suggest a strategy that they might follow.
3) What factors could explain the discrepancy between scores in the individual components and also in those scores from year to year? Is there anything that can be done about it?
4) Why do you think that the discrepancies between the score components can be vastly different between schools. Which scores are particularly high compared to the whole national cohort for this school.
2
HANDOUT 1
Page 3
(slides 37/38)
Handout 1
Page 4 and 5
Exercise
What are the Strengths and weaknesses of this A/AS level student?
To use the IPR (Individual pupil record) familiarise yourself with the terms standard score, band, stanine, percentile and confidence band
a)Which AS/A level subjects might be avoided? -------------------------------------
b) This student chose English, Film Studies, Music Technology and Psychology. Is this a good choice? Do you foresee any problems?--------------------
Name Overall Vocab Maths Non Verbal Average A Level subjects chosen
St.Score Band St.Score Band St.Score Band St.Score Band GCSE
A 78 D 49 D 99 B 92 C na biologymathsbusiness art
B 94 C 115 A 85 D 104 B na biology businesspsychologyenglish
C 88 D 97 C 85 D 104 B 5.6 historypsychologyenglishmedia
D 101 B 107 B 97 C 80 D 5.9 businesshistoryenglishdrama
E 104 B 87 D 112 A 116 A na biologyphysicsmaths business
F 81 D 47 D 103 B 111 B na mathsfurthermathsbusiness
G 93 C 113 A 84 D 113 A na biologybusinessfrenchgeography
H 97 C 111 A 89 D 99 C 7 artenglishpsychologyreligiousst.
I 87 D 68 D 100 B 109 B 5.4 mathsgeographyfrenchmusic
J 105 B 67 D 124 A 85 D 6.1mathsfurthermathspsychologyeconomics
K 96 C 71 D 110 A 97 C na biologymathsartenglish
L 92 C 60 D 111 A 97 C na mathshistoryreligiousst.english
You are given data relating to an institution where students completed the ALIS computer adaptive test. They are chosen because they show significant differences between the various parts of the test. Remember scores are standardised around 100.
a) Are there any apparent mismatches between the subjects being followed and this data?
b) What support can be given to those students who have particular weaknesses in
Vocabulary or Mathematics ?
c) How might predictions made for these students be tempered in the light of the
inconsistencies in the test components and missing average GCSE points scores?
