Advanced Users – MidYIS , Yellis & ALIS

1. Advanced Users – MidYIS, Yellis & ALIS Durham 2013

2. Understanding the Students Introduction to the Test Data

3. Underlying Principle If we measure a student’s ability we can determine ‘typical progress’ for the individual and use this to inform likely outcomes and against which to measure performance of individuals and groups. Q. How does this work ? Q. How do we measure and interpret ‘ability’ ? Q. How do we interpret the data fairly and reliably ?

4. Measuring and Interpreting Ability

5. Options • Use Pre-existing qualification data • Post-16 – Average GCSE • Use Baseline Test • Post-16 and Pre-16 – Computer Adaptive Baseline Test • Note: Issues regarding use of CABT alongside Average GCSE at Post-16 will be examined later in the day with predictive information.

6. Adaptive approach Low Average High

7. Baseline Test Standardisation • Test scores are standardised; Mean = 100, SD = 15

8. 10 1 5 90 95 80 40 99 60 50 30 20 70 Stanine A verag e 1 2 3 4 5 6 7 8 9 4% 7% 12% 17% 20% 17% 12% 7% 4% Below Average Above Average SEN ?? G & T ?? 50 60 70 80 90 100 110 120 130 140 150 Band D 25% Band C 25% Band B 25% Band A 25% Standardised Test Score Percentiles:

9. Cohort Ability Intake Profiles

10. Intake Profiles

11. Intake Profiles (Historical)

12. Student Ability IPRs

13. Individual Pupil Record Sheets (IPRs) Look for sections that are inconsistent

14. Two students Same Ability Different Profiles

15. General IPR Patterns • Pupils with high scores across all components • Pupils with low scores across all components • Pupils with significant differences between one or two components • Vocab lower than others • Vocab higher than others • Maths higher than others • Maths lower than others • Non-Verbal higher than others • Non-Verbal lower than others • Low Skills • High Skills www.cem.org/midyisiprbooklet

16. Vocab significantly lower than other sections • English Second Language ? • Understanding language used in learning and assessment ? • Language enrichment ?

17. Vocab significantly higher than other sections • Good Communicator ? • Work in class may not be to this standard • Weak Non-verbal • Weak Maths • Weak Skills (speed of working ?) • Many benefit from verbal descriptors ?

18. Maths significantly higher than other sections • Strong Maths ability • Not 100% curriculum free • May depend on prior teaching effectiveness • Far East influence ?

19. Maths significantly lower than other sections • Implications not just for maths but other numerate or data- • based subjects • General poor numeracy ? • Remedial Maths ?

20. Non-Verbal significantly higher than other sections • Good spatial and non-verbal ability • May have high specific skills • Low Vocab, Maths & Skills may indicate has difficulty communicating • Frustration ?

21. Non-Verbal significantly lower than other sections • Difficulty understanding diagrams or graphical instructions ? • Verbal explanation ? • Physical demonstration ? • Physical Models ?

22. Low Skills Scores • Skills = Proof Reading and Perceptual Speed & Accuracy • Speed of Working • Work well in class / homework but underachieve in exams ? • Problems checking work or decoding questions ? • Low Skills + Low Vocab • Poor written work in class (unable to work quickly) • Dyslexia ? Further specialist assessment required

23. High Skills Scores • Skills = Proof Reading and Perceptual Speed & Accuracy • Can work quickly and accurately • Difficulty communicating and expressing ideas ? • May perform poorly in areas using numeracy skills and subjects needing 3D visualisation and spatial concepts ? • May struggle in most areas of curriculum

24. Working with Individual Pupil Records (IPRs)

25. Objectives • To gain understanding of interpreting IPRs • To share strategies for supporting individual pupils Strategy • To look first at interpretation of MidYIS IPRs • Exercises with MidYIS IPRs • Use generic patterns to apply to exercises on IPRs with ALIS, Yellis and INSIGHT though there are slight differences

26. What does the MidYIS test measure? Vocabulary Most culturally linked. Affects all subjects but most important in English, History and some Foreign Languages. Measures fluency rather than knowledge. Maths The Maths score is well correlated with most subjects but is particularly important when predicting Maths, Statistics, ICT, Design & Technology and Economics. Non-verbal Tests 3D visualisation, spatial aptitude, pattern recognition and logical thinking. Important when predicting Maths, Science, Design & Technology, Geography, Art and Drama. Skills Tests proof reading skills (SPG) and perceptual speed and accuracy (e.g. matching symbols under time pressure). Measures fluency and speed necessary in exams and in the work place. Relies on a pupil’s scanning and skimming skills.

27. 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 significantly outperformed 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 to given 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.

28. Examples of Individual Pupil Profiles For each example look at the information contained in the graph the issues that may arise for this pupil in your subject strategies you could employ to support that pupil (either for the whole class or for that specific individual)

29. Student A

30. Strategies for Student A Word banks for each topic Practise writing with words rather than symbols e.g. To find the common denominator, first of all you ... Discussion groups (although ensure pupils with low vocabulary scores do not all congregate) Wider reading Visits/trips etc. to enrich language and cultural experience

31. Student B

32. May struggle to understand diagrams – use spoken and written explanations, paired work or group work to interpret Physical/practical/kinestheticexplanations may help (e.g. modelling solar system with clay/string or demonstrating distance between planets on football pitch etc.) Use drama/active methods to demonstrate difficult concepts Strategies for Student B

33. Student C

34. Pupil may seem more able than is the case, e.g. ‘talks a good talk’ Allow paired work or group discussion to communicate answers orally Describe maths problems Encourage leadership roles as well as debates/drama Support with scaffolding/writing frames etc. Strategies for Student C

35. Student D

36. Analysis A pupil like this may: struggle to proof read his work, therefore achieve a lower grade than he seems capable of struggle to interpret or understand exam questions either work slowly with more accuracy OR work quickly with less accuracy – result is similar i.e. lower test score than expected Strategies: allow extra time practise timing e.g. clock on IWB use a range of question words to develop ability to understand instructions develop proof reading technique e.g. spotting comonerrors consider further testing for dyslexia Strategies for Student D

37. Some pupil data MIDYIS

38. The class from Waterloo Road A useful quick reference for staff

39. A Selection Of MidYIS Scores For ‘Waterloo Road’ Why would this be a very challenging class to teach? What do I need to know/do to teach this (difficult) class of twelve pupils? These are real anonymous scores from a number of schools around the UK

40. IPR Patterns – A Summary • Vocabulary scores significantly lower than other component scores • Second language? Deprived areas? Difficulty accessing curriculum.? Targeted help does work. Seen in nearly all schools. Worth further diagnosis. Could potentially affect performance in all subjects. • Vocabulary scores significantly higher than other component scores • Good communicators. Get on. Put Maths problems in words? • Mathematics significantly higher than other scores • From Far East? Done entrance tests? Primary experience? • Mathematics significantly lower than other scores • Primary experience. Use words and diagrams? Sometimes difficult to change attitude… Difficulties with logical thinking and skills such as sequencing. • Low Mathematics scores with high Non-verbal Scores • Use diagrams. Confidence building often needed. • Pupils with non-verbal scores different from others (High) Frustration? 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 images. • Pupils with non verbal scores different from others (Low) - Peak at GCSE? A level ? • Pupils with low Skills scores - Exams a difficulty after good coursework? Suggests slow speed of processing. • High Skills Scores - Do well in exams compared with classwork? • The Average Pupil - They do exist! • High scores throughout - Above a score of 130 puts the pupil in the top 2% nationally • Low scores throughout - Below a score of 70 puts the pupil in the bottom 2% nationally

41. Interpreting IPRs Exercises Have a look at the IPRs on the following pages. These show examples for Yellis (Year 10) and ALIS (Year 12) as well as MidYIS. What do the scores suggest about the students and how would you use this information to aid the teaching and learning process for each of them?

42. 1 2

43. 3 4

44. 5

45. 6

46. 7 Proof-Reading 88 PSA 108

47. 8 Yellis

48. Case Study 1 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 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?

49. Case Study 2 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. • 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?

50. INSIGHT Pupil IPR Comments?