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Using InCAS and the Annual Report Information Seminar for

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1 Using InCAS and the Annual Report Information Seminar for
Year 4 and 7 Teachers April/May/June 2009

2 Intended Learning Outcomes
Year 4 and 7 teachers will understand: What is involved in Using InCAS assessments; The range and use of data available from the InCAS assessments; InCAS evaluation findings; Current information from the Department of Education regarding InCAS and the Annual Report to Parents; and CCEA help and support. Will have the opportunity to: Experience an InCAS assessment.

3 Overview of the Day Session 1 InCAS Overview Session 2
Using InCAS (as a Class Teacher and as a pupil) Accessing InCAS Feedback Understanding and Using InCAS Feedback Session 3 Parent Meetings Annual Report to Parents InCAS Evaluation Findings Help and Support for Schools

4 Session 1 Overview

5 What is Involved for Year 4 -7 Pupils?
InCAS computer-based diagnostic assessment (autumn term). Parents will receive an Annual Report before the end of the school year. A parent meeting will take place by the end of the autumn term. This includes pupils with Moderate Learning Difficulties (MLD) Ref: Information for Teachers-2009 p.7

6 Special Educational Needs
Pupils with learning difficulties which are profound and multiple (PMLD) and those with severe (SLD) are exempt from sitting InCAS assessments. Ref: Information for Teachers-2009 p.13

7 ‘At a Glance’ Poster

8 Introduction to InCAS Interactive Computerised Assessment System
is a computer-based diagnostic assessment which is adaptive focuses on the pupil as an individual selects the initial question based on the pupil’s age presents further questions in response to the pupil’s answers Ref: Information for Teachers-2009 p.9

9 InCAS Assessments Statutory InCAS Assessments – Reading General Maths
Word Recognition Word Decoding Comprehension General Maths Number 1 (counting, informal arithmetic, partitioning & place value, fractions and decimals) Number 2 (sorting, patterns, formal arithmetic, problem solving and algebra) Data (Handling Data) MSS (Measures, Shape and Space) Ref: Information for Teachers-2009 p.13

10 InCAS Assessments Optional InCAS Assessments – Spelling
Mental Arithmetic (consists of addition, subtraction, multiplication and division modules) Developed Ability (consists of picture vocabulary and non-verbal ability modules) Attitudes (consists of Attitude to Reading, Maths and to School – it produces a score on a scale from 1-5 / negative to positive) . Ref: Information for Teachers-2009 p.13

11 InCAS Assessments Irish Medium Assessments –
The Reading (Irish Medium) and Spelling (Irish Medium) assessments have been developed specifically and standardised with Irish Medium pupils. The General Maths (Irish Medium) and Mental Arithmetic (Irish Medium) assessments are translated and have been standardised for all pupils. Ref: Information for Teachers-2009 p.13

12 Adaptations for Pupils with Special Educational Needs
More lower level and higher level questions More colourful graphics within the lower level questions Minimum font size is 14 and most are in a greater font size than this ‘Voice over’ is slightly slower on lower level questions. The pupil cannot make a selection until they have heard the full question All on-screen text changed to ‘lower case’ rather than ‘upper case’

13 Developments to InCAS For detailed information see document: Developments to InCAS Available at

14 Creating the Assessments
Using InCAS Key Processes Creating the Assessments Completing the Assessments Sending the Assessments for Marking . Accessing and Understanding Feedback Using the Information

15 Completing the Assessments
Session 2 Using InCAS Completing the Assessments

16 Initial Teacher Preparation
Ensure that pupils: are familiar with the computer/laptop that they will be using for the assessments, especially if they will be using a touchpad have had an opportunity to view the Inky Pupil Demo to help prepare for the assessments available from have sufficient time to complete the assessment/s. Once an assessment is started it cannot be paused have pencil and paper to complete the General Maths assessment Ref: Information for Teachers-2009 p.22

17 As a Class Teacher Ref: Information for Teachers-2009 p.15

18 One of your pupil’s names and D.O.B. is incorrect.
Scenario 1 One of your pupil’s names and D.O.B. is incorrect. Log-In to InCAS to correct these details. Ref: Information for Teachers-2009 p.18

19 Scenario 2 A new pupil has started in your class midway through term.
Using your own name, enter yourself as a pupil into InCAS. Create a statutory assessment for the pupil. Make a note of their password. Ref: Information for Teachers-2009 p.20

20 Scenario 3 You want your class to complete a non-statutory assessment.
Create a non-statutory (optional) assessment for your class. Open the password list (do not print). Ref: Information for Teachers-2009 p.19

21 Practice Assessment Log-In as a Pupil using the password you created for yourself earlier. Complete your chosen InCAS assessments Ref: Information for Teachers-2009 p.23

22 Teacher Preparation Summary
Assessment Preparation Teachers should check that: they have the password list for the Class all pupils are listed and their details are correct wireless laptops (if used) are within ‘range’ of the wireless network connection laptop batteries are sufficiently charged the sound is working on all the computers/laptops. there are a sufficient number of working headphones and that these are plugged in firmly—also ensuring the sound is not set too loud. Ref: Information for Teachers-2009 p.22

23 Teacher Preparation Summary
Remember pupils should not: be given help to answer the questions during the assessments use calculators, number lines etc. during maths assessments use pencil and paper for the Mental Arithmetic assessment leave the computer before completing the assessment repeat assessments Ref: Information for Teachers-2009 p.22

24 Assessment Marking Ideally wait until everyone has finished InCAS before sending the assessments for marking Transfer and upload data to the InCAS website Allow hours for data to be analysed and charts & tables produced Ref: Information for Teachers-2009 p.24

25 Accessing and Understanding InCAS Feedback
Ref: Information for Teachers-2009 p.28

26 Types of Feedback Ref: Information for Teachers-2009 p.27

27 Standard Feedback Ref: Information for Teachers-2009 p.29

28 Standard Feedback Ref: Information for Teachers-2009 p.29

29 4 Levels of Feedback Available
Ref: Information for Teachers-2009 p.30

30 Scores Chart Achievement General Maths Modules
Ref: Information for Teachers-2009 p.31

31 Longitude Chart Ref: Information for Teachers-2009 p.32

32 Pupil Scores Table Ref: Information for Teachers-2009 p.33

33 Class Scores Table Ref: Information for Teachers-2009 p.33 Order by :
GenMaths Age Equivalent Scores (Yrs:Mths) Achievement Age Name (Yrs:Mths) Reading Kim K 9:0 11:6 12:2 Joe C 9:1 9:2 10:4 Sophia R 8:11 8:6 9:11 Zane C 8:9 8:10 9:9 Anna M 7:6 9:5 Chanelle A 7:5 Molly K 8:4 Alex B 8:8 <4:0 Araminta J 7:11 Ref: Information for Teachers-2009 p.33

34 Class Difference Table
Order by : Comprehension Age Difference (Yrs:Mths) Reading Modules Age Word Name (Yrs:Mths) Recog Decoding Compreh Spelling William A 9:0 +1:5 +4:2 +3:1 +1:8 Hayley T 8:10 +2:2 +5:8 +2:9 +3:11 Kim K +1:4 +5:6 +2:3 * Zane C 8:9 +0:10 -0:1 +0:2 Joe C 9:1 -1:3 +2:7 0:0 Emma H 8:7 +1:10 +1:3 -0:4 Sophia R 8:11 +0:9 -1:5 +0:11 Molly K 9:2 -0:8 -0:5 +0:3 Oliver F -0:10 -0:2 Araminta J -0:3 -1:4 -1:2 +0:7 Ref: Information for Teachers-2009 p.34

35 Custom Feedback … a summary

36 Age Comparison Chart Ref: Information for Teachers-2009 p.35

37 Standardised Scores Table
Mental Developed Name Reading Gen Moths Arithmetic Ability Chanelle A 87 100 98 * William A 124 122 Alex B 57 61 Nuala B 81 Joe C 112 Zane C 101 111 108 118 Oliver F 93 95 Emma H 91 83 Araminta J 89 70 Jake J 66 <55 Kim K 121 132 Molly K Anna M 86 103 94 Mikey P 68 60 Ref: Information for Teachers-2009 p.37

38 Pupil Progress Chart Ref: Information for Teachers-2009 p.38

39 Using the Feedback? “Action for Schools
ensure ..learning needs of each child are assessed… ensure ..effective arrangements …to identify those children in need of additional support. ensure that interventions are put in place together with monitoring arrangements….” DE Circular 2007/11 Para 7, 30 March 2007.

40 Session 3 Parent Meetings Annual Report to Parents
InCAS Evaluation Findings Help and Support for Schools

41 Parent Meeting 2009/2010 Years 4,5,6 and 7 pupils - autumn term
(InCAS Reading and General Maths age equivalent scores shared formally in writing) Years 1-3 pupils - flexible timing Ref: Information for Teachers-2009 p.40

42 Reflecting on Feedback
In small groups, please look at the data for pupils Zane C and Alex B on pages 29 and 37 of the manual plus slide 28 of your presentation. Using all feedback available what meaningful information could you interpret to assist you with reporting to their parents at the Parent meeting?

43 Parent Leaflets

44 Latest information from the Department of Education

45 DE Communication Sept 08 DE Circular 2008/22 Para 11, 30 September 2008 DE Letter to schools from Deputy Secretary Schools and Youth Policy Division and Chief Inspector Parent Leaflet setting out information about curriculum, assessment and reporting sent to parents during September 2008 DE website

46 DE Advice: Reporting InCAS to Parents
Schools must offer a meeting with parents in the autumn term; It is the Department of Education’s intention that the requirement to report in writing is introduced in 2009/10; and Where a parent asks for certain information to be made available in writing or orally, this should be provided. Ref: Information for Teachers-2009 p.40

47 DE Advice: Purpose of InCAS
“The InCAS assessments are not for any purpose related to the transfer of pupils from primary to post-primary school.” DE Circular 2008/22 Para 9, 30 September 2008.

48 DE Communication Dec 08 Consultation on Draft Education (Pupil Records and Reporting) Regulations (Northern Ireland)2009 The consultation commenced on 17 December 2008 and ended on 20 March 2009. DE Circular 2008/27 17 December 2008. DE website

49 Annual Report to Parents
Working in groups of 2 or 3, please complete the quiz entitled ‘Annual Report to Parents’

50 Annual Report to Parents
CCEA Comment Banks available FS, KS 1 and 2, including MLD FS only KS1 and 2 only Optional sections Irish Medium Ref: Information for Teachers-2009 p.42

51 Annual Report to Parents
Standardised: School Name Statutory minimum content Fixed headings Signed and dated by Principal Flexible: Order of Headings Optional Content can be re-named or removed Box sizes Font style and size Length Logo Scores

52 Annual Report Options Annual Report may be: word-processed
completed using Profiles 7 / Assessment software handwritten Report against the statutory headings using your own comments based on your professional judgement. CCEA comment banks are available for reference.

53 Evaluation Findings Using InCAS Software

54 Key Findings - Teachers
91% deemed the assessments to be user-friendly for pupils 94% believed the feedback produced from InCAS was consistent with their professional judgement 88% found the feedback helpful in informing the learning and teaching at pupil and class level 92% felt confident reporting the assessment feedback to parents 79% believed that the feedback enhanced the information shared at the parent meeting

55 Key Findings – Teachers
A Teacher Quote: “The children enjoyed doing the online assessments as they are much more interesting than ‘paper’ tests. We received the results back very quickly and staff began to analyze the children’s scores. There were no surprises among the results and the breakdown for the different text areas allowed teachers to see where pupils with low scores … needed additional support” (Mr R McClintock, Portglenone PS)

56 Key Findings - Parents 70% of parents believed the InCAS feedback enhanced the information shared at parent meetings 84% felt that the age related scores helped inform them of their pupils’ strengths 81% felt that the age related scores helped inform them of their pupils’ areas for development 55% of parents have already undertaken activities to support their pupils’ learning

57 CCEA Support & Resources
InCAS preparation letter (Principal’s Letter 09/10) CCEA Helpdesk (telephone support) On-line materials at Teacher Training Manual Inky Pupil Demo InCAS Presentation

58 NI Curriculum Website

59 Other Support – CEM InCAS Booklets
Available for download from: or Diagnosing and Remediating Mathematical Difficulties: Using InCAS Software Diagnosing and Remediating Mathematical Difficulties: Using InCAS Software InCAS Feedback Guidance Diagnosing and Remediating Literacy Problems: Using InCAS Software

60 Irish Medium Support Forbairt na Litearthachta agus straitéisí luath-idirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do shonraí INCAS agus ÁML Early literacy achievement in Irish-medium schools and early interventions: Responding to information gained from INCAS and from ÁML (Le Gabrielle Nig Uidhir) Recommended Strategies for Remediation of Reading Difficulties (Irish Medium) Edited by Seán Mac Corraidh First Draft for Consultation (March 2009)

61 Diagnosing and Remediating Literacy Problems
Using InCAS Software

62 Reading - an interactive compensatory process
Word Recognition/ Word Decoding Comprehension

63 Reading Difficulties Phonological Deficit (Word Decoding)
Visual Memory (Word Recognition) Speed of Processing (Comprehension) These can overlap

64 Comprehension Factors Contributing to Text Comprehension:
1. Knowledge of text structures 2. Vocabulary 3. Background knowledge 4. Fluent word recognition and decoding 5. Task persistence 6. Ability to understand verbal communication

65 Diagnosing and Remediating Mathematical Problems
Using InCAS Software

66 Defining Maths Difficulties
Low attainment: having a score that is below that expected given a pupil’s age. Under attainment: having a score that is significantly below that expected given the pupil’s ability. Lack of progress: it is a characteristic of weak mathematicians that they fall further behind the most able as they progress through the school. However, it should still be evident that they are making progress.

67 Reasons For Maths Difficulties
Institutional: the learning environment does not meet the pupil’s needs. Motivational: studies show that that low achieving pupils tend to have lower motivation.

68 Reasons for Maths Difficulties
Neuropsychological: variation in Maths abilities can stem from individual differences in cognitive function. There are at least 3 important Mathematical abilities: Magnitude representation; Symbolic representation; and Spatial representation.

69 Learning to Count Requires the synthesis of 5 skills and principles:
Counting Word Sequence; One-to-One Correspondence; Cardinal Word Principle; Order-Irrelevance Principle; and Abstractness Principle.

70 Early Arithmetic Addition problems are solved using a variety of strategies. A typical developmental sequence of strategies is outlined below: Count all Strategy; Counting On from First Strategy; Counting on from a Higher Strategy; and Recall Strategy.

71 Additional Information
Frequently Asked Questions about InCAS InCAS website: Research and Background to the Assessments CEM Centre at Durham University: CCEA Helpdesk: and

72 Are there any questions?

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