1. Interpreting Feedback from Baseline Tests - Whole School & Individual Student Data Course: CEM Information Systems for Beginners and New Users Day 1 Session 2 Wednesday 17 th October 2012 Peter Hendry: CEM Consultant Peter.Hendry@cem.dur.ac.uk

2. ‘Everything should be made as simple as possible but not simpler’ Albert Einstein A well known person ‘The goal is to transform data into information, and information into insight’ ‘Carly Fiorina’ Ex-president and Chair of Hewlett-Packard

3. Bands, percentiles, standardised scores… Standardised scores D C B A 105203014090958070996050 Percentiles:

4. National Quartile Ability Bands

5. Nationally, 25% in each band Alis: year 12 students, two baseline profiles for the same school

7. Band Profile Graph: all MidYIS cohort Checking this graph each year will give you an immediate overview of your intake. A school with a ‘completely average’ intake would have 25% of pupils within each band. Band DBand A

8. Band D Comments?

10. On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2) would not be higher than 100.6 + 2.2 = 102.8 would not be lower than 100.6 – 2.2 = 98.4

12.  Scores over 130 – top 2% nationally  Scores over 126 – top 5% nationally  Scores over 120 – top 10% nationally  Scores over 110 – top 25% nationally Using national baseline test scores to Identify Gifted Pupils

13. Year 7: the ‘top’ students Proof readingPerceptual speed and accuracy

16. A relatively lower vocabulary score might indicate a difficulty which: could contribute to under-performance in most, if not all subjects might lead to ‘stressful situations’ may lead to further investigation and subsequent pupil support

18. A relatively low maths score might indicate potential weaknesses in subject areas which require: numerical skills logical thinking skills such as sequencing CONVERSELY: a high maths score but a low vocab/reading score…….

20. A relatively high non-verbal score might indicate potential strengths in subject areas which require: 3d, and 3d into 2d, visualisation Spatial awareness Understanding images in 2d representing 3d Extracting information from visual images Science, D and T, Art, Geography…… and vice versa

22. A relatively low skills score might indicate potential weaknesses such as: Speed of processing/working Potential underperformance in test/examination conditions Poor written work (SPG etc.) and vice versa

24. SEN use of MIDYIS test results Analysis of baseline test individual skill profiles to indicate potential areas of learning difficulties e.g. If the two lowest scores are the vocabulary and skills section and are, or close to being, statistically significant (see IPR) Then the student might be dyslexic....... Follow-up with appropriate diagnostic tests…..

26. INSIGHT Pupil IPR

28. IPRs in KS3 Levels NATIONAL AVERAGE