1. What is this PAT information telling me about my own practice and my students?
Leah Saunders

2. Webinar outcomes Understand the tool construct
Understand stanines and scale scores and how assessment results relate to the New Zealand Curriculum
Explore the range of reports and see how this information can support teaching and learning
Connect with the Assessment Resource Banks (ARBs)

3. What is the primary purpose of assessment?

4. “The primary purpose of assessment is to improve the student’s learning and the teacher’s teaching as both …respond to the information that it provides.”
(NZC page 39)

5. Stanine
Stanines are used to compare an individual student’s achievement with the results obtained by a national reference sample chosen to represent a certain year level. Stanines divide the distribution of results from the trials for a year group, into nine categories. Most students, when compared with their own year level, achieve around stanines four, five, and six. Stanines seven, eight, and nine represent comparatively high achievement for a year group, while stanines one, two, and three indicate comparatively low achievement.

6. Scale Score
A scale score represents the conversion of a raw test score to a location on a described equal-interval scale designed to measure progress over several year levels. There are separate PAT scales for each assessment.
The process used to convert raw scores to scale scores takes into account the difficulty of the questions in the tests. This means that scale scores can be compared directly, regardless of which test in a series was originally administered.
Each PAT scale uses its own measurement unit to measure progress. Each unit on a PAT scale represents the same amount of progress no matter where the student is located on the scale. This equal-interval property makes the PAT scales ideal for tracking student achievement over time. Students’ scale scores can be recorded from test to test to show their growing levels of knowledge and skill.

7. Using the Scale Score as a diagnostic device
A key page to consider the connection with the NZC
32 PATm scale points in approx. where in curriculum
55 PATm scale points in approx. where in curriculum
Look at Page 18 – or a handout
The diagnostic use of the assessments hinges on teachers curriculum knowledge
Make the link for lead teachers around the scale score and the scale descriptors … and the back of the Manual/exemplars/national standards/curriculum levels
Progress of 10 scale scores is an equivalent level of progress at any point on the scale
PAT: Mathematics Manual p.6

8. PAT Test Recommendation
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

9. The PAT: Mathematics Scale
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject
Each test covers two years worth of learning.
Rich curriculum information for your students if they sit the correct test – ceiling and flooring effect of tests
It is the spread of questions across the scale that will give rich scale scores, not the individual position of single items, there will be more lower down the scale in 6A than 7 so it balances itself out....magically

10. Sorting Activity
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

12. Reports Year 4 Test 1 16/34 correct
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

13. Reports Year 4 Test 1 30/34 correct
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

14. Reports Year 4 Test 1 6/34 correct
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

15. Reports Year 7 Test 1 15/34 correct
Designed against expected progress through the curriculum
Each question has it’s own place on the scale and covers the learning progressions.
Lower questions are the building blocks needed to be able to answer the questions further up.
Increase in difficulty of the subject

16. Mathematics Adaptive Assessment

17. Mathematics Adaptive Assessment
New Item
Static Test item

18. Adaptive Assessment
Year 7
Adaptive
20/35 correct

19. Scale Score Progression
Scale score can also indicate growth – growth in learning
This is calculated by finding the difference between the average scale scores
Our scale benchmarks are based on positions from our trials of NZ students. Each increment on the scale is the same amount of progress all the way up. Younger students have the capacity to absorb more in most subjects so they progress further. Research tells us they disengage more the older they get, therefore they will progress at a slower rate - double edged sword.

20. Scale Score Progression
Y 8
55.0
5.4 Y

22. Progress from Year 4-5 is 14.1 PATm
Progress over time report
Progress from Year 4-5 is 14.1 PATm
How would you describe this student’s progress? What questions does it raise for you?
Remember it’s 45 minutes at this point in a student’s life… key is to remember what other information do you have.

23. Progress from Year 4-5 is 2.5 PATm
Progress over time report
Progress from Year 4-5 is 2.5 PATm

24. Progress over time report

25. Exploring the reports Class Individual Year Schoolwide List Scale
Stanine
Item summary
Individual item
Student
Parent
Student overtime
Box plot (Nat. ref)
Box plot comparison years
Whole school
Year levels
Multiple year levels

26. www.nzcermarking.org.nz NZCER Marking Site
Connection to the ARB resources