# Scaled Scoring.

## Presentation on theme: "Scaled Scoring."— Presentation transcript:

Scaled Scoring

100 Scaled score the DfE will be using 130 80
STA have decided the scale will centre around 100 points. This 100 points represents a child has met the new standard. In old money this would be roughly a level 4b. Centring around 100, the scale will run from 80 to 130. 130 Maximum score 100 New standard 80 Minimum score Scaled score

A scale allows direct comparisons of results from one set of assessments to another
Such comparisons would be difficult to make using raw scores because tests may be different – for example, they can have different numbers of questions, the number of correct answers required to pass may be different etc. Mapping raw scores to a scaled score helps to minimise any variance between different test results. Raw Score X Scaled score Raw Score Y 100 85 60 Due to the difficulty of Test X, a raw score of 60 could map to a scaled score of 100 Test Y is not as difficult as Test X, so a raw score of 85 could map to a scaled score of 100

The mapping of a child’s raw score to the scaled score will be done by the Standards & Testing Agency through a statistical mechanism. You do not need to know the detail of this mechanism to grasp the concept. For example, a child may score 42 out of 70 in their mathematics KS2 test. This might be mapped across to a scaled score of 98 70 130 Maximum score Maximum score 98 42 Child’s scaled score for mathematics Mechanism Child’s raw score for mathematics 80 Minimum score Minimum score Raw Score Scaled score

Min score to meet new standards
So why scaled scoring? The raw score that would indicate a child has met the new standard is mapped to 100. What raw score maps to a scaled score of 100 may vary year on year to address the variances in the tests that give raw scores. One year this could be 42 out of 70, one year this could be 35 out of 70. Sometimes the mechanism will mean a range of raw scores will map to a single scaled score. Raw Score Scaled score Maximum score variable = 130 Min score to meet new standards variable = 100 Minimum score 0 = 80

What the DFE plans to do with scaled scores

Scaled scores will be used for both Key Stage 1 and Key Stage 2 national curriculum assessments.
They will use scaled scores to measure progress from KS1 to KS2.

This process will be undertaken for Maths, Reading and SPaG
To measure progress from KS1 to KS2, the DfE will, using pupils’ KS1 scaled scores, sort pupils into national cohorts for the different assessed subjects. All KS1 pupils who scaled score 98 KS1 scaled score 102 KS1 scaled score 99 KS1 scaled score 105 England KS1 scaled score 110 This process will be undertaken for Maths, Reading and SPaG

Example: We take the national cohort comprised of children whose scaled score was 98 in KS1 mathematics. The individual performance of each pupil within this cohort at KS2 is assessed and compared to arrive at a score indicating sufficient progress has been made. (this example uses a simple averaging method that is yet to be confirmed) Individual Pupils KS1 scaled score 98 National Cohort For those pupils whose KS1 scaled score was 98 the average scaled score in KS2 is 99 National Cohort KS2 scaled score 104 KS2 scaled score 96 Progress made Not made sufficient progress KS2 scaled score 97 KS2 scaled score 108 Not made sufficient progress Progress made KS2 scaled score 90 KS2 scaled score 99 Progress made Not made sufficient progress

Extreme example: Individual Pupils National Cohort National Cohort
KS2 scaled score 88 KS2 scaled score 86 KS2 scaled score 82 Individual Pupils National Cohort KS1 scaled score 99 National Cohort For those pupils whose KS1 scaled score was 99, the average scaled score in KS2 is 86 therefore progress has been made if a pupil scores 86 or above. Progress made Not made sufficient progress ‘averaging’ methodology is not yet confirmed – consultation just refers to ‘sufficient progress’

Sufficient progress replaces “2 levels of progress”
Only in comparison with the progress made by other pupils with the same initial scaled score will it be possible to establish if a pupil has made sufficient progress. Sufficient progress replaces “2 levels of progress”