1. Interpretation

2. Rationale Interpretation “… gathering, recording, interpreting, using and reporting information about a child’s progress and achievement in developing knowledge, skills and attitudes” Assessment in the Primary School Curriculum: Guidelines for Schools, p. 7, NCCA, 2007

3. Current Practice “… the results of assessment were not sufficiently utilised to inform the teaching and learning in the classroom.…The results of standardised tests were rarely used to inform teaching and learning.” An Evaluation of Curriculum Implementation in Primary Schools, English, Mathematics and Visual Arts, p. 20, DES, 2005

4. Methods of Interpretation Whole Class Whole School Individual

5. Whole Class – General Observation

6. BELL CURVE OF NORMAL DISTRIBUTION STEN 7 STEN 5 - 6 STEN 8 -10 Well Above average High Average Average Raw Scores are converted through conversion tables STEN 4Below Average STEN 1-3Well Below Average

7. Class Tracking

8. What are the benefits of reviewing a series of standardised scores over time?

9. Why might it be beneficial for a teacher to look for patterns in relation to different aspects assessed in a standardised test? Whole Class – Diagnostic

10. Individual – Skills Analysis

11. Interpretation Workshop

12. Workshop Groups Box 1 Whole Class Diagnostic – MICRA-T – Level 1 Box 3 Individual – Drumcondra Primary Maths Test – Level 4 Mary Doe – Mathematical Skills Box 2 Individual – MICRA-T – Level 4 John Doe – EAL

13. Key message The interpretation of standardised test results is most beneficial when it enhances teaching and learning