Interpreting and Using AfE (P1) Feedback

Interpreting and Using AfE (P1) Feedback Glasgow 13th February 2013

SessionOverview AfE P1 Assessment - What is in the assessment - Example questions Assessment Feedback On-Entry assessment Follow-up assessment

Designing Baseline Assessmentsfor young children • For value-added purposes, we need items that are good indicators of later attainment • Vocabulary and reading • Math's

AfE P1 Assessment On-entry and follow-up assessment

What is in the assessment? • Reading • - Ideas about reading, letters, words and sentences • Maths • Ideas about maths, counting, numbers, simple sums • Phonological Awareness • - Repeats and rhymes 20 mins

Reading • Matching words to pictures – a good measure of general ability. Words can be introduced to small children but can they take them on board? • Ideas about Reading – a pre cursor to being able to do these things e.g. ‘show me someone who is reading, writing etc.’

Reading • Words – the ability to understand that a word is a label for a picture. Can they distinguish what is a picture and what is a word. • Word choice – ‘Hunter Grundin’. From the sentence work out what the missing words are.

Maths • Ideas about Maths – in its basic form maths is about being able to distinguish between things. Before we have numbers we need to understand basic concepts. Biggest and smallest. As we develop this becomes numbers. • Simple Sums – not just about counting but about ordering. If we counted in the wrong order 1,2,5,7 then the last number is the total number of apples.

Phonological Awareness • Repeating Words – hear a word, take it in then say it back. Starts with a simple monosyllabic word then move on to multi syllable words. If a child can repeat some of the polysyllabic words then this is a good indicator for future attainment.

Phonological Awareness • Rhyming Words – hear each possible word. They then have to compare them in their mind to come up with the rhyming. • Remember the word and also remember why it is the correct word. • Can tell us if they are forgetful, can’t concentrate, hearing problems…

Managing my Testing

Discovering who has done the Start of Year Assessment Ensure the name of your school is selected and click on Report

Class performance in the Start of Year Assessment Highlight the class name and click on Report

Individual Pupil performance in the Start of Year Assessment Highlight Pupil Name

Discovering who has done the Follow-up Assessment Ensure the name of your school is selected and click on Report

Personal, Social and Emotional Development (PSED) - optional • Results from On-entry assessment in RED • Results from follow-up assessment in BLUE

Feedback from On-entry Assessment

PIPS P1 Feedback • Raw and standardised scores • Bar charts • Box and whisker plots • Line graphs • Scatter plots

Standardised Scores • PIPS scores are standardised • “All scores from all schools are combined and fitted to a normal distribution with a mean of 50 and a standard deviation of 10.” • This allows us to compare a particular child’s score with the scores of other children of the same age.

Standardised Scores Frequency 2% 14% 34% 34% 14% 2% 30 50 60 70 40 Standardised score

What Do The Scores Mean? A score of: • Above 70 – likely to be gifted and talented (2%) • Between 60 and 70 – possible gifted child (14%) • Between 40 and 60 – normal for age (68%) • Between 30 and 40 – lower than average (14%) • Below 30 – much lower than average (2%)

Mean of 50 P1 Scores Table In very small children it is not unusual to see big differences in scores Over 60 Potentially Gifted & Talented child

P1 Bar Chart Presented in stacked order of Maths and reading scores so strengths and weaknesses can easily be identified Exactly the same data as in the previous table, just in graph format

We can characterise our group P1 Box Plot average 50% 25% 25% The middle child (Median)

Feedback from Follow-up Assessment

P1 Follow-upScores Table We now see the results from the on-entry assessment alongside the follow-up assessment scores

Std 36 53 48 38 50 44 56 43

Class Avg Local Avg Maths Raw Scores Graph National Avg

It is the work done by the school with this pupil that has resulted in this progress Reading Raw Scores Line Graph It is not unusual to see dramatic progress between assessments

P1 Scatter Graph ++ 10% + 15% Average 50% - 15% -- 10%

P1 Scatter Graphanother way of looking at it Pupils who have made MORE progress. Pupils who have made LESS progress.

Objective, reliable pupil level data • Information to personalise learning • Diagnostic information • Validation of Teacher judgement Classroom teachers Providing • Identify gifted and talented • Identify pupils who need more help • Track pupil progress Allowing

Evidence of progress • UK benchmarking • Information for self-evaluation Classroom teachers Providing Middle and Senior Management

Group Providing… Classroom teachers • Information to help monitor a group of pupils • An Overview of school profiles • Bespoke reporting Middle and Senior Management

What children know and can doLowest 1% in Scotland(at the beginning of P1) • Vocabulary • Carrots, castle, butterfly • Early Reading • Differentiate between reading and writing activities • Early Maths • Identify biggest and smallest objects from a group of three

Average in Scotland(at the beginning of P1) • Vocabulary • Saxophone, toadstool • Early Reading • Identify several upper and lower case letters • Early Maths • Name single digits • Solve informally presented sums

Highest 1% in Scotland(at the beginning of P1) • Early Reading • Read passages which include words such as ‘your’, ‘leave’, ‘everyone’, ‘thought’ • Early Maths • Carry out formally presented calculations e.g. 42 – 17 • Identify 3-digit numbers

Interpreting and Using AfE (P1) Feedback