Interpreting and Using AfE (P1) Feedback

Interpreting and Using AfE (P1)

Feedback

Glasgow 13th February 2013

Session Overview

• 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.’

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.

Reading

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.

Maths

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.

PhonologicalAwareness

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.

PhonologicalAwareness

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 score

Freq

uenc

yStandardised Scores

34%34% 14%14% 2%2%

50 60 704030

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%)

P1 Scores TableMean of 50

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

The middle child (Median)

25% 25%50%

P1 Box PlotWe can characterise our group

average

Feedback from Follow-up

Assessment

We now see the results from the on-entry assessment alongside the follow-up assessment scores

P1 Follow-upScores Table

Std3653483850445643

Value Added %

++ 10%

+ 15%

Average 50%

- 15%

-- 10%

Class Avg

National Avg

Local Avg

Maths Raw

Scores Graph

Reading Raw Scores Line

Graph

It is not unusual to see dramatic progress between assessments

It is the work done by the school with this pupil that has resulted in this progress

++ 10%

+ 15%

Average 50%

- 15%-- 10%

P1 Scatter Graph

P1 Scatter Graphanother way of looking at it

Pupils who have made LESS progress.

Pupils who have made MORE progress.

Classroom teachers

• Identify gifted and talented• Identify pupils who need more help• Track pupil progress

Providing

• Objective, reliable pupil level data• Information to personalise learning• Diagnostic information• Validation of Teacher judgement

Allowing

• Evidence of progress• UK benchmarking• Information for self-evaluation

Middle and Senior Management

Providing

Classroom teachers

• Information to help monitor a group of pupils

• An Overview of school profiles• Bespoke reporting

Group

Middle and Senior Management

Classroom teachers

Providing…

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