1. The Large Scale use of Computer Adaptive Assessment in Primary Schools in Northern Ireland Richard Hanna Director of Education Strategy April 2011 Council for the Curriculum, Examinations and Assessment SIRikt

2. Northern Ireland overview Population approximately 1.8 million 330, 000 pupils at school 164, 000 primary pupils1000 primary schools

3. Primary (ages 4-11) System Structure Age Stage Year Secondary (ages 12-16) FoundationKey Stage 1Key Stage 2Key Stage 3Key Stage 4 123456789101112

4. Policy Context School Improvement » Raising standards and closing the achievement gap » Effective use of data Curriculum » Revised in 2007 » Focus on numeracy, literacy and ICT » Cross curricular skills (communication, using mathematics and ICT) » and ‘other skills’ of thinking skills, personal capabilities, » problem solving, working with others Assessment » Assessment OF learning - Summative » Assessment FOR learning - Formative

5. Primary schools Statutory Assessment (formative) Years 4, 5, 6, 7 (Computer Adaptive Assessment –InCAS)

6. InCAS Assessments

7. » Local Area Network (LAN) in each school, with access to a Wide Area Network (WAN) through dedicated broadband connections » Administration and management systems for schools, connected to a data warehouse » Filtered access to the internet and e-mail Technology in schools – central provision A core entitlement to every school (based on number of pupils) provided free of charge 65, 000 Internet ready workstations

8. Computer Based Assessment » Equipment/infrastructure » Change of practice » Professional Development » Managing change » School improvement » Assessment used as a diagnostic tool » Effective use of Data » Understanding data and using it effectively to support teaching and learning and raise standards Supporting Education Policy Challenges

9. Summary and findings Don’t make assumptions Train, support, Train, support……. Make it easy, Make it better Make it workMake it worthwhileManage change *

10. CCEA Virtual Learning Environment Interactive Learning ToolsVideo ToursPlanning TipsFeedbackFAQsDiscussion ForumsGlossariesInstant ChatHelp Desks Supporting Teachers

11. What improves outcomes? TeachersTeachingSuccess for all »The quality of an education system can’t exceed the quality of the teachers »The only way to improve outcomes is to improve instruction »High performing systems require every child to succeed McKinsey & Co (2007)

12. The e-competent school ICT making a difference Safe useEngagement Professional development Effective use

13. Any teacher that can be replaced by a computer deserves to be “ ” David Thornburg If you bring in these technologies and don’t think ahead to how they’ll be used to promote learning and the acquisition of skills then the only thing that will change in school is the electric bill.

14. Questions for discussion Some assessments are used for accountability purposes at system level. Can the same assessments be used for measuring the effectiveness of schools AND support teaching and learning? A = YES B = NO Technology makes generating data easy. Are there challenges for schools by having large quantities of data available? A= YES B= NO Is an e-competent school always a good school? A = YES B = NO Investment in ICT infrastructure is expensive. In the current economic climate does it represent value for money? A = YES B = NO

15. Richard Hanna rhanna@ccea.org.uk nicurriculum.org.uk ccea.org.uk deni.gov.uk