Y7 DATA
Cognitive Ability Tests CATs Cognitive Ability Tests
WHAT? Designed to assess pupils’ ability in 4 different areas: Verbal ability Quantitative ability Non-verbal ability Spatial awareness
WHY? It gives a snapshot of a pupil’s potential – help us to set realistic and challenging targets. To identify areas of strength and development for a pupil. To inform teaching. To advise on the best learning styles for an individual.
Verbal reasoning skills Thinking with words. Problem solving based around words and language.
Non-verbal reasoning skills Problem solving based around pictures, diagrams and shapes rather than words. Allows pupils to solve problems without being limited by language abilities It is non-verbal skills that allow us to think through, plan for and implement projects. We use non-verbal skills to organise and manage our time and belongings.
Quantitative reasoning skills The application of basic maths skills. We us it to analyse and interpret the quantitative information in the real world.
Spatial reasoning Refers to the capacity to think about objects in 3 dimension and to draw conclusions about these objects from limited information. Someone with good spatial abilities will be good at thinking what an object will look like when rotated
The Results Standardised score for each specific skill and a Mean score Less than 90 Below average 90 – 110 Average Higher than 110 Above Average Higher than 125 High
KS2 DATA Results from SATs
Scaled Scores Pupils are assessed in: English reading - 1 test English Grammar, Punctuation and Spelling – 2 tests Mathematics – 3 tests
Scaled Scores A pupil’s raw score is the total number of marks scored in each test. A scaled score is calculated to represent the same level of attainment for pupils over each year.
Scaled Scores A scaled score of 100 will represent the expected standard on the test. Lowest score that can be awarded – 80 Highest score that can be awarded – 120
How will we use this data? This data will form the starting point for progress measurement between KS2 and KS4. This information will inform planning and strategy. NOTE: Scaled scores can NOT be related to levels.
What can parents do? Key research by the Department for Children and Families (DCFS) shows that: Parental involvement has a significant effect on pupil achievement throughout the years of schooling Parental involvement in a child’s schooling for a child between the ages of 7 and 16 is a more powerful force than family background, size of family and level of parental education Educational failure is increased by lack of parental interest in schooling
How can you continue to help? Excellent attendance and punctuality Ensure correct uniform is worn Help with her organisation on a daily basis Check that her homework is completed Help her to have a positive attitude to adults and peers Encourage her to make a positive contribution to school life