Managing InCAS Assessments: Information Seminar for Assessment Coordinators May/June 2010

1. Managing InCAS Assessments: Information Seminar for Assessment Coordinators May/June 2010

2. Learning Intentions Assessment Coordinatorswill understand: • Current information from the Department of Education regarding InCAS and reporting to parents; • The 5 key processes involved in managing InCAS Assessments; • The effective use of InCAS data; • InCAS software developments and the updated CEM website; • InCAS evaluation findings; and • CCEA help and support. Will have the opportunity to: • Complete data analysis activities • Share best practice.

3. Overview of the Day 10.00 am InCAS in Northern Ireland 11.00 am Coffee Break 11.15 am Managing InCAS - the key processes 12.45 pm Lunch 1.30 pm Managing InCAS (contd.) 2.30 pm InCAS evaluation & developments CCEA help & support 3.00 pm Reporting to Parents

4. 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 Introduction to InCAS Ref: Information for Teachers-2009 p.9

5. InCAS Assessments Statutory InCAS Assessments – • Reading 1.1 Word Recognition 1.2 Word Decoding 1.3 Comprehension • General Maths • Number 1 (counting, informal arithmetic, partitioning & place value, fractions and decimals) • Number 2 (sorting, patterns, formal arithmetic, problem solving and algebra) • Data (Handling Data) • MSS (Measures, Shape and Space) Ref: Information for Teachers-2009 p.13

6. InCAS Assessments Optional InCAS Assessments – • Spelling • Mental Arithmetic (consists of addition, subtraction, multiplication and division modules) • Developed Ability (consists of picture vocabulary and non-verbal ability modules) • Attitudes (consists of Attitude to Reading, Maths and to School – it produces a score on a scale from 1-5 / negative to positive) Ref: Information for Teachers-2009 p.13

7. InCAS Assessments Irish Medium Assessments – The Reading (Irish Medium) and Spelling (Irish Medium) assessments have been developed specifically and standardised with Irish Medium pupils. The General Maths (Irish Medium) and Mental Arithmetic (Irish Medium) assessments are translated and have been standardised for all pupils. All assessments available except Developed Ability Ref: Information for Teachers-2009 p.13

8. InCAS Assessments in N.I.

9. General Maths AssessmentExample Marina 7yrs 10m 5.36 yrs 8.39 yrs General Maths Age 6yrs 10m 5.89 yrs 5.89 yrs 7.79 yrs 5.59 yrs 7.78 yrs 6.06 yrs 7.98 yrs

10. Quality Assurance Mechanisms CCEA Checks with CEM • Ensures InCAS question banks are appropriate to NI Pupils and relevant to Curriculum. • Question items mapped to the CCEA draft levels of progression. • InCAS assessments are standardised for Northern Ireland Pupils. • Trialling of new questions will be separated from formal use of the assessments from 2011. • Test reliability and validity of the assessments reviewed every year. • Conducts evaluation with schools/teachers to determine whether their InCAS outcomes match their professional judgement. • Regular meetings with CEM re developments to software and website.

11. Quality Assurance Mechanisms • Developments to the software/website agreed based on data analysis and CCEA’s evaluations with schools. • CEM has to provide their risk register and quality assurance procedures for each new version of the software. Queries from Schools • CCEA investigates all queries from schools in relation to pupil outcomes. If CCEA is unable to resolve a query this is referred to CEM for explanation of outcomes.

12. DE Information Circular Number: 2009/14 Subject: InCAS 30th September 2009 DE websitewww.deni.gov.uk

13. Purpose of InCAS Assessments “InCAS is a diagnostic assessment tool designed to support schools in identifying pupils’ strengths and areas where they are having difficulties” “InCAS assessments are not for any purpose related to the transfer of pupils from primary to post-primary school.” “InCAS outcomes … not collected centrally.” “As with all data, schools will need to ensure that they have appropriate arrangements in place for its safe storage.” Paragraphs 4,5,7, DE Circular 2009/14

14. 2010/11 school year Information for parents • Written age-equivalent 2010/11 InCAS outcome for Reading and General Maths, set alongside the pupil’s chronological age; • Written age-equivalent InCAS outcomes for all other available years for Reading and General Maths, set alongside the pupil’s chronological age; • All available information should also be provided in a graphical format, where two years of InCAS outcomes are available; • Irish Medium Reading reporting requirements same as for other InCAS outcomes;

15. Parent meeting “..for schools to set the InCAS outcomes in an educational context as a basis for explaining to parents their child’s strengths and any difficulties … and the actions the school intends to take… …help parents understand what they can do to support their child’s learning.” Para. 12 DE Circular 2009/14

16. InCAS Exemptions • Pupils 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. Para. 17 DE Circular 2009/14

17. 2010-11 Year 4 -7 Pupils InCAS computer-based diagnostic assessment and outcomes reported to parents in writing (autumn term). Parents will receive an Annual Report before the end of the school year. A parent meeting will take place by the end of the autumn term. This includes pupils with Moderate Learning Difficulties (MLD) Ref: Information for Teachers-2009 p.7

18. Session 2 Managing InCAS Key Processes

19. Using InCAS: Key processes Creatingthe Assessments Completing the Assessments Sending the Assessments for Marking Accessing and Understanding Feedback Using the Information

20. InCAS Challenges Activity • Individually identify 3 challenges to completing the 5 key processes associated with the InCAS Assessments. • Discuss these with colleagues at your table and compile a list of key challenges.

21. School Preparation Booklet • Organize a meeting with relevant staff early in the Autumn term • Nominate one person to have responsibility for conducting the Preparation of the InCAS software • Consider 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 10-11 software is installed on the required computers

22. Information for Parents Suggestions: • Emphasise the ‘diagnostic support for pupils learning’ purpose of InCAS assessments • Show Inky • Explain sample graphical data • Explain any changes to assessments • Outline any trialling of items/new assessments • Distribute Parent Leaflet

23. Key Processes CREATING THE ASSESSMENTS

24. Preparation of the InCAS software Moving Data from SIMS into InCAS: • Part 1: Working in SIMS.net • Part 2: Working in InCAS

25. Admin Menu Ref: Information for Teachers-2009 p.15

26. Creating Assessments • Edit/View Biographical Data (p.17) • Edit a Pupil’s Details (p.18) • Add a New Pupil (p.18) • Create an Assessment: Entire Class (p.19) • Create an Assessment: Individual Pupil/s (p.20) • Access/Print Passwords: All Pupils Using InCAS (p.21) Ref: Information for Teachers-2009

27. Key Processes COMPLETING THE ASSESSMENTS

28. Completing the Assessments • Build the InCAS assessments into your timetables; • Take account of when you intend to give the age-equivalent outcomes in writing to parents and hold parent meetings; • Ensure all relevant staff are familiar with: • the September 2009 ‘Information for Teachers’ manual; and • CEM Remediation Guidance (Literacy & Numeracy documents).

29. 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

30. Teacher Preparation Summary Assessment Preparation Teachers should check that: • they have the password list for the Class • all pupils are listed and their details are correct • wireless laptops (if used) are within ‘range’ of the wireless network connection • 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

31. 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

32. Key Processes SENDING THE ASSESSMENTS FOR MARKING

33. 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

34. Key Processes ACCESSING AND UNDERSTANDING INCAS FEEDBACK

35. Types of Feedback Ref: Information for Teachers-2009 p.27

36. Understanding Data • 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. • General MathsAssessment: 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

37. Missing Outcomes Issue: Pupils have completed assessments but their outcomes are not in the feedback. Check that the: • Assessments have been sent for marking once they were done; • Whole process has been completed e.g. you must transfer and upload the assessments; and • The Transfer File with the highest number in brackets has been sent.

38. * Look out for asterisks * You may see an * if a pupil has not been given a Comprehension assessment because they performed poorly in either Word Decoding, Word Recognition or both. You may see an * when a pupil has not completed an assessment

39. * Look out for asterisks * 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 an average or high Word Recognition and Word Decoding outcomes you should never see an asterisk under their Comprehension You should never report no Reading outcome to a parent These errors can usually be fixed if you phone the InCAS and Annual Report Helpdesk 028 9026 1274

40. Standard Feedback Ref: Information for Teachers-2009 p.29

41. Standard Feedback Ref: Information for Teachers-2009 p.29

42. 4 Levels of Feedback Available Ref: Information for Teachers-2009 p.30

43. Scores Chart Achievement General Maths Modules Ref: Information for Teachers-2009 p.31

44. Scores Chart Attitudes Attitudes

45. Longitude Chart Ref: Information for Teachers-2009 p.32

46. Pupil Scores Table Ref: Information for Teachers-2009 p.33

47. ClassScores Table Ref: Information for Teachers-2009 p.33

48. Class Difference Table Ref: Information for Teachers-2009 p.34

49. Age Comparison Chart Ref: Information for Teachers-2009 p.35

50. Interpreting Age – Comparison Charts Using the example school data from Year 6 on your table: • Consider the performance of the class against the (green) reference line for the statutory Reading assessment. • Consider the Reading module breakdown for Year 6. • Do outcomes from optional assessments provide you with additional information?