Presentation on theme: "Using InCAS and the Annual Report Information Seminar for"— Presentation transcript:
1 Using InCAS and the Annual Report Information Seminar for Year 4 and 7 TeachersApril/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; andCCEA 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 FeedbackUnderstanding and Using InCAS FeedbackSession 3Parent MeetingsAnnual Report to ParentsInCAS Evaluation FindingsHelp and Support for Schools
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 areprofound and multiple (PMLD) and those withsevere (SLD) are exempt from sitting InCASassessments.Ref: Information for Teachers-2009 p.13
8 Introduction to InCAS Interactive Computerised Assessment System is a computer-based diagnostic assessment which is adaptivefocuses on the pupil as an individualselects the initial question based on the pupil’s agepresents further questions in response to the pupil’s answersRef: Information for Teachers-2009 p.9
9 InCAS Assessments Statutory InCAS Assessments – Reading General Maths Word RecognitionWord DecodingComprehensionGeneral MathsNumber 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 andstandardised with Irish Medium pupils.The General Maths (Irish Medium) and Mental Arithmetic(Irish Medium) assessments are translated and have beenstandardised for all pupils.Ref: Information for Teachers-2009 p.13
12 Adaptations for Pupils with Special Educational Needs More lower level and higher level questionsMore colourful graphics within the lower level questionsMinimum 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 questionAll on-screen text changed to ‘lower case’ rather than ‘upper case’
13 Developments to InCASFor detailed information see document:Developments to InCASAvailable at
14 Creating the Assessments Using InCASKey ProcessesCreating the AssessmentsCompleting the AssessmentsSending the Assessments for Marking.Accessing and Understanding FeedbackUsing the Information
15 Completing the Assessments Session 2Using InCASCompleting 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 touchpadhave had an opportunity to view the Inky Pupil Demo to help prepare for the assessmentsavailable fromhave sufficient time to complete the assessment/s. Once an assessment is started it cannot be pausedhave pencil and paper to complete the General Maths assessmentRef: Information for Teachers-2009 p.22
17 As a Class TeacherRef: Information for Teachers-2009 p.15
18 One of your pupil’s names and D.O.B. is incorrect. Scenario 1One 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 AssessmentLog-In as a Pupil using the password you created for yourself earlier.Complete your chosen InCAS assessmentsRef: Information for Teachers-2009 p.23
22 Teacher Preparation Summary Assessment PreparationTeachers should check that:they have the password list for the Classall pupils are listed and their details are correctwireless laptops (if used) are within ‘range’ of the wireless network connectionlaptop batteries are sufficiently chargedthe 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 assessmentsuse calculators, number lines etc. during maths assessmentsuse pencil and paper for the Mental Arithmetic assessmentleave the computer before completing the assessmentrepeat assessmentsRef: Information for Teachers-2009 p.22
24 Assessment MarkingIdeally wait until everyone has finished InCAS before sending the assessments for markingTransfer and upload data to the InCAS websiteAllow hours for data to be analysed and charts & tables producedRef: Information for Teachers-2009 p.24
25 Accessing and Understanding InCAS Feedback Ref: Information for Teachers-2009 p.28
26 Types of FeedbackRef: Information for Teachers-2009 p.27
27 Standard FeedbackRef: Information for Teachers-2009 p.29
28 Standard FeedbackRef: 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 ChartRef: Information for Teachers-2009 p.32
32 Pupil Scores TableRef: Information for Teachers-2009 p.33
33 Class Scores Table Ref: Information for Teachers-2009 p.33 Order by : GenMathsAge Equivalent Scores (Yrs:Mths)AchievementAgeName(Yrs:Mths)ReadingKim K9:011:612:2Joe C9:19:210:4Sophia R8:118:69:11Zane C8:98:109:9Anna M7:69:5Chanelle A7:5Molly K8:4Alex B8:8<4:0Araminta J7:11Ref: Information for Teachers-2009 p.33
34 Class Difference Table Order by :ComprehensionAge Difference (Yrs:Mths)Reading ModulesAgeWordName(Yrs:Mths)RecogDecodingComprehSpellingWilliam A9:0+1:5+4:2+3:1+1:8Hayley T8:10+2:2+5:8+2:9+3:11Kim K+1:4+5:6+2:3*Zane C8:9+0:10-0:1+0:2Joe C9:1-1:3+2:70:0Emma H8:7+1:10+1:3-0:4Sophia R8:11+0:9-1:5+0:11Molly K9:2-0:8-0:5+0:3Oliver F-0:10-0:2Araminta J-0:3-1:4-1:2+0:7Ref: Information for Teachers-2009 p.34
35 Custom Feedback … a summary SCORESTABLECHARTLONGITUDE CHARTDIFFERENCE TABLEPUPILxN/ACLASSYEARGROUPSCHOOL
36 Age Comparison ChartRef: Information for Teachers-2009 p.35
38 Pupil Progress ChartRef: 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 FindingsHelp 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 timingRef: 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?
44 Latest information from the Department of Education
45 DE Communication Sept 08DE Circular 2008/22 Para 11, 30 September 2008DE Letter to schools from Deputy Secretary Schools and Youth Policy Division and Chief InspectorParent Leaflet setting out information about curriculum, assessment and reporting sent to parents during September 2008DE 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; andWhere a parent asks for certain information to bemade available in writing or orally, this should beprovided.Ref: Information for Teachers-2009 p.40
47 DE Advice: Purpose of InCAS “The InCAS assessments are not for any purposerelated to the transfer of pupils from primary topost-primary school.”DE Circular 2008/22 Para 9, 30 September 2008.
48 DE Communication Dec 08Consultation on Draft Education (Pupil Records and Reporting) Regulations (Northern Ireland)2009The 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 availableFS, KS 1 and 2, including MLDFS onlyKS1 and 2 onlyOptional sectionsIrish MediumRef: Information for Teachers-2009 p.42
51 Annual Report to Parents Standardised:School NameStatutory minimum contentFixed headingsSigned and dated by PrincipalFlexible:Order of HeadingsOptional Content can be re-named or removedBox sizesFont style and sizeLengthLogoScores
52 Annual Report Options Annual Report may be: word-processed completed using Profiles 7 / Assessment softwarehandwrittenReport against the statutory headings using your owncomments based on your professional judgement.CCEA comment banks are available for reference.
54 Key Findings - Teachers 91% deemed the assessments to be user-friendly for pupils94% believed the feedback produced from InCAS was consistent with their professional judgement88% found the feedback helpful in informing the learning and teaching at pupil and class level92% felt confident reporting the assessment feedback to parents79% 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 - Parents70% of parents believed the InCAS feedback enhanced the information shared at parent meetings84% felt that the age related scores helped inform them of their pupils’ strengths81% felt that the age related scores helped inform them of their pupils’ areas for development55% 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 atTeacher Training ManualInky Pupil DemoInCAS Presentation
59 Other Support – CEM InCAS Booklets Available for download from:orDiagnosing and Remediating Mathematical Difficulties: Using InCAS SoftwareDiagnosing and Remediating Mathematical Difficulties: Using InCAS SoftwareInCAS Feedback GuidanceDiagnosing and Remediating Literacy Problems: Using InCAS Software
60 Irish Medium SupportForbairt na Litearthachta agus straitéisí luath-idirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do shonraí INCAS agus ÁMLEarly 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 CorraidhFirst Draft for Consultation (March 2009)
61 Diagnosing and Remediating Literacy Problems Using InCAS Software
62 Reading - an interactive compensatory process Word Recognition/Word DecodingComprehension
64 Comprehension Factors Contributing to Text Comprehension: 1. Knowledge of text structures2. Vocabulary3. Background knowledge4. Fluent word recognition and decoding5. Task persistence6. 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; andSpatial 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; andAbstractness Principle.
70 Early ArithmeticAddition 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; andRecall Strategy.
71 Additional Information Frequently Asked Questions about InCASInCAS website:Research and Background to the AssessmentsCEM Centre at Durham University:CCEA Helpdesk:and