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PURPOSE OF ASSESSMENT
Aims:
to recognise achievement and progression
to support learning and assist pupils to reach targets
to provide feedback to pupils, parents and other teachers
to promote high and realistic expectations for pupils
to provide information as a basis for monitoring and evaluating provision
and attainment/achievement at school
to produce good evidence to inform decisions about next steps in
learning
to assist pupils, staff, parents, the Board of Governors and outside
agencies such as DENI and CCEA, to make judgements on teaching and
learning within our school.
USING DATA TO EFFECT IMPROVEMENT
CHALLENGES
1: Managing the data
(Assessment Co-ordinator and Class Teachers)
2: Analysing the data
(LT, Literacy and Numeracy Co-ordinators and all staff)
3: Formulating Targets
(LT, staff and BOG)
4: Monitoring and Evaluating the impact on the children’s learning (and adjusting!)
USING DATA TO EFFECT IMPROVEMENT
Whole School
Class
Individual Pupil
USING DATA - WHOLE SCHOOL LEVEL
Progress in Maths
Standardised
Score
Stanine 2010
%
2011
%
2012
%
<89 Below Average 31.01 30.60 23.36
89-111 Average
58.86 58.96 62.00
112+ Above Average 10.13 10.46 14.60
Over the period from 2009/10 to 2011/12 there has been a decrease in the
number of pupils in the below average stanine band. There has been an
increase in the number of pupils in both the average and above average
bands.
USING DATA - WHOLE SCHOOL LEVEL
Progress in English
Standardised
Score
Stanine 2010
%
2011
%
2012
%
<89 Below Average 25.93 25.38 22.30
89-111 Average
53.33 50.75 51.08
112+ Above Average 20.74 23.88 26.61
Over the period from 2009/10 to 2011/12 there has been a decrease in the
number of pupils in the below average stanine band. There has been an
increase in the number of pupils in both the above average band. The
average band has decreased overall however there was a slight increase
between 2011 and 2012.
Analysis of NRIT with PIE and PIM WHOLE SCHOOL
Communication
Below Average
(10 marks or more
negative)
In Range Above Average
(10 marks or
more positive)
Whole
School
10% 62% 28%
90% of pupils are in line with their ability or surpassing it.
Using Maths
Below Average
(10 marks or more
negative)
In Range Above Average
(10 marks or
more positive)
Whole
School
22% 64% 14%
78% of pupils are in line with their ability or surpassing it.
The children who were underachieving were identified and
given additional support from the SEN teacher (both
withdrawal and class based).
Analysis of NRIT with PIE and PIM WHOLE SCHOOL
English
Below Average (10
marks or more
negative)
In Range Above Average
(10 marks or more
positive)
Whole School 9% 59% 32%
91% of pupils are in line with their ability or surpassing it.
Numeracy
Below Average (10
marks or more
negative)
In Range Above Average
(10 marks or more
positive)
Whole School 13% 68% 19%
87% of pupils are in line with their ability or surpassing it.
So far so good. AND?
USING DATA - WHOLE SCHOOL LEVEL
At End of Key Stage Assessment we have consistently had
results below/at/above/well above the Northern Ireland
average.
At End of Key Stage Assessment we have consistently had
results below/at/above/well above the FSM benchmarked
Northern Ireland averages ( see DE annual circular) .
At end of KS we have figures above/below( scattergraphs
supplied by DE to schools and BOGs)
So far so good! And?
USING DATA - CLASS LEVEL
Teachers use Appendices supplied/developed to record their analysis and formulate targets based on the results from Standardised Tests.
Teachers look for trends in their class and identify strengths and areas for development.
Teachers formulate targets that will have a positive impact upon the learning of the children e.g. this year I will focus on range of writing or the Handling Data
AT.
NRIT Compared with PIE and PIM
Tracking a Cohort
Year 7 2012/13 CLASS LEVEL
English
Year
Percentage of
pupils at
Stanine Bands
1,2 and 3
Percentage of
pupils at
Stanine Bands
7,8 and 9
2009/10 31% 20%
2011/12 17% 23%
In Literacy in 2009/10 the cohort had 31% of pupils in Stanine Bands 1-3.
In 2011/12 this has decreased to 17%.
The number of pupils in Stanine Bands 7-9 has increased from 20% to 23%.
Numeracy
Year
Percentage of
pupils at
Stanine Bands
1,2 and 3
Percentage of
pupils at
Stanine Bands
7,8 and 9
2009/10 45% 0%
2011/12 23% 17%
USING DATA – CLASS LEVEL APPENDIX 5 AN EXAMPLE OF A PRO FORMA
Literacy Numeracy
1. Detail areas for
development following
analysis of results.
1.
2.
1.
2.
2. Are these consistent
with your own
professional judgement?
3. Detail which of the
above should be focussed
on next year.
1.
2.
1.
2.
USING DATA - INDIVIDUAL
Analyse results of PIE and PIM and compare with NRIT. This, along with teachers’ professional judgment, is used to identify pupils 1. underachieving, 2. at expected, 3 above expectations, (for the SEN register, gifted (+10 or -10 compared to NRIT)
SIMS for above but also for low achievement as distinct from underachievement – be clear on difference
These pupils are monitored and steps taken to improve their performance.
THE WAY FORWARD- AN EXAMPLE
From next year , compare NRIT on a year by year basis
and also use the Stanine Bands.
NRIT and PIE/PIM will be done in September 2013
This decision was made after ---------.
Class teachers will take ownership of results and set
own targets for the year ahead. They will put in place
strategies to address pupil needs.
September 2013 - LT carry out whole school analysis
report on PIE and PIM. Identify whole school strengths
and areas for weakness.
THE WAY FORWARD - EXAMPLE
September 2013 - SLT analyse class performance in PIE
and PIM and identify two areas of focus appropriate for
each year group and compare to teachers’ two areas of
focus and agree on them.
September 2014 – SLT and Teachers to Review progress
made. Compare the results from September 2013 with
those in September 2014.
More analysis of individual year groups. SLT to monitor
weakest strands and see if this is repeated year on year. If
so, teaching schemes to be altered to address this.
