The Large Scale use of Computer Adaptive Assessment in Primary Schools in Northern Ireland

1. SIRikt The Large Scale use of Computer Adaptive Assessmentin Primary Schools in Northern Ireland Director of Education Strategy Richard Hanna Council for the Curriculum, Examinations and Assessment April 2011

2. Population approximately 1.8 million 330, 000 pupils at school 164, 000 primary pupils 1000 primary schools Northern Ireland overview

3. System Structure Age Primary (ages 4-11) Secondary (ages 12-16) Stage Foundation Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4 Year 1 2 3 4 5 6 7 8 9 10 11 12

4. School Improvement Curriculum Assessment • Assessment OF learning • Summative • Assessment FOR learning • Formative • Revised in 2007 • Focus on numeracy, literacy and ICT • Cross curricular skills (communication, using mathematics and ICT) • and ‘other skills’ of thinking skills, personal capabilities, • problem solving, working with others • Raising standards and closing the achievement gap • Effective use of data Policy Context

5. Statutory Assessment (formative) Primary schools Years 4, 5, 6, 7 (Computer Adaptive Assessment –InCAS)

6. InCAS Assessments

7. A core entitlement to every school (based on number of pupils) provided free of charge 65, 000 Internet ready workstations Technology in schools – central provision • Local Area Network (LAN) in each school, with access to a Wide Area Network (WAN) through dedicated broadband connections • Administration and management systems for schools, connected to a data warehouse • Filtered access to the internet and e-mail

8. Supporting Education Policy Challenges Computer Based Assessment • School improvement • Assessment used as a diagnostic tool • Effective use of Data • Understanding data and using it effectively to support teaching and learning and raise standards • Equipment/infrastructure • Change of practice • Professional Development • Managing change

9. Don’t make assumptions Train, support, Train, support……. Make it easy, Make it better * Make it work Make it worthwhile Manage change Summary and findings

10. Interactive Learning Tools Discussion Forums Feedback FAQs Planning Tips Instant Chat Video Tours Help Desks Glossaries CCEA Virtual Learning Environment Supporting Teachers

11. Teachers Teaching Success for all What improves outcomes? McKinsey & Co (2007) • The quality of an education system can’t exceed the quality of the teachers • The only way to improve outcomes is to improve instruction • High performing systems require every child to succeed

12. Professional development Effective use ICT making a difference Engagement Safe use The e-competent school

13. “ Any teacher that can be replaced by a computer deserves to be ” If you bring in these technologies and don’t think ahead to how they’ll be used to promote learning and the acquisition of skills then the only thingthat will change in school is the electric bill. David Thornburg

14. Questions for discussion Some assessments are used for accountability purposes at system level. Can the same assessments be used for measuring the effectiveness of schools AND support teaching and learning? A = YES B = NO Technology makes generating data easy. Are there challenges forschools by having large quantities of data available? A= YES B= NO Is an e-competent school always a good school? A = YES B = NO Investment in ICT infrastructure is expensive. In the current economic climate does it represent value for money? A = YES B = NO

15. Richard Hanna rhanna@ccea.org.uk nicurriculum.org.uk ccea.org.uk deni.gov.uk