using incas in northern ireland - nicurriculum.org.uk · resources and information for schools ccea...
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Resources and information for schools
CCEA provides the latest information about InCAS and a wide range of online resources for schools on www.nicurriculum.org.uk
InCAS Helpdesk 028 9026 1274CCEA provides a helpdesk for schools to answer urgent queries Monday – Friday (except for public holidays).
Other Help and Support Available for Schools
What Who Where WhenHardware/IT difficulties or Help with computers/ laptops
C2k 0870 6011666 C2k Exchange (desktop icon)
NOW
Background information about InCAS and the CEM Centre
CEM www.incasproject.orgwww.cemcentre.org
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Legislative requirements DE www.deni.gov.uk NOW
Please note:This guidance provides the current information about InCAS for teachers in Northern Ireland and replaces all previous versions.
1Using InCAS in Northern Ireland
Contents Page
Section 1: InCAS Overview 5
What is InCAS? 7• HowDoesInCASWork? 7• AnExampleofanInCASGeneralMathsAssessment 7• AutomaticMarkingofInCASAssessments 8
InCASinNorthernIreland 9• KeyPoints 9• ThePurposeofInCASinNorthernIreland 9• StandardisedforNorthernIreland 9• OptionalInCASAssessments 10• IrishMediumInCASAssessments 10• Exemptions 10• TemporaryExceptions 10
AnOutlineoftheContentoftheInCASAssessments 12• Reading(statutory),includingKeyPointsandExamplesofQuestions 12• GeneralMaths(statutory),includingKeyPointsandanExampleofaQuestion 14• Spelling(optional),includingKeyPointsandanExampleofaQuestion 15• MentalArithmetic(optional)),includingKeyPointsandExamplesofQuestions 16• Attitudes(optional)),includingKeyPointsandExamplesofQuestions 18• DevelopedAbility(optional)),includingKeyPointsandExamplesofQuestions 20
SharingInCASOutcomeswithParents 21
Section 2: Completing InCAS Assessments 23 InstructionsforUsingtheInCASSoftware 25
• Preparation 25• OpentheInCASSoftwareandLog-In 26• InCASAdminMenu 27• BrowseAssessments 28• Edit/ViewBiographicalData 29• EditaPupil’sDetails 30• AddaNewPupil 30• CreateanAssessment:EntireClass 31• CreateanAssessment:IndividualPupil 32• Access/PrintPasswords:AllPupilsUsingInCAS 33
InkyPupilDemos 34• AdditionalSupporttoPreparePupilstoCompleteInCASAssessments 34
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PupilLog-in 35
CompletingtheInCASAssessments-Troubleshooting 36
Section 3: Sending InCAS Assessments for Marking 39
UsingtheSchool’sUniqueUsernameandPassword 41
InstructionsforUsingtheInCASSoftware 42• SendAssessmentsforMarking 42
Section 4: Accessing and Understanding InCAS Feedback 43
AccessingFeedback 45
UnderstandingFeedback 46
MissingOutcomes 47• Asterisk(*) 47• Hashsign(#) 47
StandardFeedback 48
CustomFeedback 49
AccessingCustomFeedback 49
ScoresCharts 50• UnderstandingConfidenceIntervals 50
LongitudeCharts 51
ScoresTables 52
PupilScoresTables 53
DifferenceTables 54
AgeComparisonCharts 55
AgeStandardisedScores 56
AccessingPupilProgressCharts 57
PupilProgressCharts 58
AccessingandUnderstandingtheInCASFeedback-Troubleshooting 59
Section 5: Using InCAS Data 61
FeedbackAvailableatPupil,ClassandSchoolLevel 63 • SummaryofFeedbackAvailableatEachLevel 63
SuggestionsforTeachersUsingInCASData 64
Using InCAS in Northern Ireland
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ResourcesforSchoolsAnalysingandUsingtheInCASOutcomes 64 • UsingandAnalysingInCASDatatoInformLearningandTeaching: VideoCaseStudies(CCEA) 65 • DiagnosingandRemediatingLiteracyandMathematicalProblems:UsingInCAS Software(CEM) 66 • InCASFeedbackGuidance2010(CEM) 67
UsingInCASReadingandSpellingOutcomes 67 • ExamplesofWhatAge-EquivalentReadingandSpellingOutcomesRepresent 67 UsingtheInCASGeneralMathsOutcomes 68 • CEMDefinitionsoftheInCASGeneralMathsModules 68 • ExamplesofWhatAge-EquivalentMathematicsOutcomesRepresent 69
CCEADefinitionsoftheInCASGeneralMathsModules 71 • KeyPoints 71 • InCASGeneralMaths–Number1 71 • InCASGeneralMaths–Number2 72 • InCASGeneralMaths–MSS 74 • InCASGeneralMaths–Data 75
GuidanceforSharingInCASOutcomeswithParents 76 • KeyPoints 76 • GroupParentMeetings 76 • InCASandYourChildVideoPresentation 76 • UsingtheInkyPupilDemowithParents 77 • WrittenFeedbackforParents 77 • ParentLeaflets 77 • StatutoryParentMeetings(AutumnTerm) 77
Section 6: Appendices 79
Appendix1: InCASandAnnualReport:ResourcesBox 81 Appendix2: ‘AtaGlance’GuidetoInCASAssessments 82 Appendix3: TipsforTeachersUsingInCAS 83 Appendix4: GuidanceforClassroomAssistantsSupportingPupilstoComplete InCASAssessments 85 Appendix5: ChecklistforaClassroomAssistantSupportingaPupiltoComplete InCAS 86 Appendix6: ExaminingClassOutcomesinMoreDetailUsingAgeComparison Charts 87 Appendix7: ComparingOutcomesforAllPupilsUsingtheAgeComparisonCharts 88 Appendix8: Inky’sKeyMessagesSnapCards 89 Appendix9: Inky’sRemindersPoster 91 Appendix10:Inky’sRemindersPoster(IrishMedium) 92
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What is InCAS?InCAS (InteractiveComputerisedAssessmentSystem)wasdevelopedbytheCentre for Evaluation and Monitoring (CEM)atDurhamUniversity.Itincludessixassessments:
• Reading;• GeneralMaths;• MentalArithmetic;• Spelling;• DevelopedAbility;and• Attitudes.
Asthenamesuggests,pupilscompleteInCASassessmentsatthecomputer.Theywearheadphonessotheycanlistentotheinstructionsandquestions,aswellasreadthem.Theassessmentslastnolongerthan30minuteseachandarecarriedoutduringnormalclasstimetofitinaroundday-to-daylearning.
How Does InCAS Work?
InCASassessmentsareadaptivewhichmeanseachassessmentistargetedtowards,andappropriateto,theabilityofeachpupil.
Thefirstquestiongiventoeachpupilisdeterminedbytheirageatthetimeofassessment,andwillbeatadifficultylevelthatapupilapproximately2yearsyoungerwouldhavea50:50expectationofgettingcorrect.Thedifficultyleveloffurtherquestionsisdependentonthepupil’sresponses.Ifthepupilanswersthequestionscorrectlytheassessmentwillbecomeharderandvice-versa.
An Example of an InCAS General Maths Assessment
TheexamplebelowillustrateshowInCASmightassesstheGeneral MathsofagirlcalledMarina.Shewas7yearsand3monthsoldwhenshecompletedtheassessment.
The number of questions in each set may vary depending on how many right
answers a child gives.
Pupils are asked several sets of questions to give them a number of
chances to demonstrate their ability.
This assessment produced a General Maths Age of 7yrs
9m for Marina
This is the age range covered
during this set of questions.
5yrs 4m 10yrs
7yrs 4m 9 yrs 2m
7yrs 6m 8 yrs 4m
7yrs 7m 8 yrs 2m
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TogiveMarinaagoodchanceofgettingthefirstquestioncorrectInCASchoosesonewhichissuitableforapupilwhoisyoungerthanheractualage.
Youcanseethatherfirstsetofquestions(showningreen)becomegraduallymoredifficultuntilthefinaloneisappropriateforapupilwhois10yearsofage.AtthispointthenumberofMarina’swronganswerssuggeststhatshehasmovedbeyondherabilitylevel.Toreachthispointapupilwillhavemade4consecutivemistakesor5intotal.
InCASrepeatsthisprocessseveralmoretimes(showninblue,yellowandpink)untilitidentifiesthatherInCASGeneral Mathsage-equivalentoutcomeis7yearsand9months,comparedtoheractualageof7yearsand3months.
Offeringapupilmorethanonesetofquestionsensuresthatonecarelessmistakecannotgivethewrongimpressionoftheirability.
Automatic Marking of InCAS Assessments
Onceassessmentsarecompletedtheyaresenttoasecurewebsitewww.incasproject.orgwheretheyareautomaticallymarked.
InCASproducesage-equivalentoutcomesandhasvariousformsoffeedbackthatcanbeaccessedbyschools.Thisfeedbackisavailablewithin48hoursoftheassessmentsbeingsentformarking.
Byanalysingthefeedbackteachers/schoolscanidentifyanystrengthsorareasforimprovement.Thisinformationcanbeusedtohelpplanlearningandteachingbothatanindividual,class,yeargrouporschoollevel.
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InCAS in Northern Ireland
Key Points
• AllYear4–7pupilsarerequiredtocompletetheInCASReadingandGeneral Mathsassessmentsduringeachautumnterm.
• Thefeedbacksuppliedfromtheseassessmentsincludesage-equivalent outcomes whichneedtobeshared in writinganddiscussed at parent meetingswhichwillalsotakeplaceintheautumn term.
• Pupilswithprofound and multiple(PMLD)andthosewithsevere(SLD)learning difficultiesareexemptfromcompletingInCASassessments.
ForinformationabouttherangeofresourcesavailabletosupporttheuseInCASinNorthernpleaserefertoAppendix 1: InCAS and Annual Report: Resources Box.
TheDepartment of EducationhasmadeInCASavailabletoallprimary,IrishMedium,specialschoolsandunitsfreeofcharge.
The Purpose of InCAS in Northern Ireland
InCASisadiagnosticassessmenttooldesignedtosupportschoolsinidentifyingpupils’strengthsandareasforimprovement.TheInCASoutcomesarenotcollatedcentrallyandaswithalldata,schoolswillneedtoensurethattheyhaveappropriatearrangementsinplaceforitssafestorage.
Please note: InCASisnotforcomparingpupilsbutisanintegralpartofthewidereffortsinNorthernIrelandtoraiseoutcomesinliteracyandnumeracyforallyoungpeople.InCASisnotforschoolstouseforanypurposerelatedtothetransferofpupilsfromprimaryandpost-primaryschool.
Standardised for Northern Ireland
InCASassessmentshavebeenspecificallystandardisedforNorthernIrelandpupils.ThisinvolvedCEManalysingpupilresponsestoeachquestionwithinInCASsothatdifficultylevelscouldbeestablished.Theage-equivalentdifficultylevelforanyquestioniswherehalfthepupilsofacertainageanswerthequestioncorrectly.Duringthisanalysisitwasalsopossibletodetermineifthespreadofquestionswasappropriatetocaterforthewide-rangeofabilitylevelsamongpupils,andwherenecessaryfillanygapsand/orremoveanyquestionsthatwerefoundtobeunsuitable.
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Optional InCAS Assessments
WhileitisstatutoryforYear4,5,6and7pupilstocompletetheReadingandGeneral Maths assessmentsitisusefultorememberthattheotherassessmentsareavailableforschoolstousewithanypupil.Theseinclude:Spelling,Mental Arithmetic,AttitudesandDeveloped Ability.
Manyschoolsfindthattheseoptionalassessments,inparticularDevelopedAbility,provideausefulcontextfortheReadingandGeneralMathsoutcomes.Infact,sinceInCASwasfirstintroduced,thenumberofpupilsusingthemhassteadilyincreased.In2010-2011,over half of all schools chose to useDevelopedAbility,SpellingandMentalArithmeticwithalmostasmanyusingtheAttitudesassessment.
Please note: TheDepartment of Educationhasspecifiedthatoptionalassessmentsshouldbeusedearly enough in the school yeartoallowoutcomestoinform learning and teaching.
Irish Medium InCAS Assessments
AlloftheInCASassessmentsarealsoavailableinIrishexceptforDeveloped Ability.
TheReadingandSpellingassessmentsinIrishhavebeendevelopedspecificallyforandstandardisedwithIrishMediumpupils.
TheGeneral MathsandMental ArithmeticassessmentsinIrisharedirecttranslations.TheyhavebeenstandardisedforallpupilsinNorthernIrelandandnotjustforthosewhospeakIrish.
TheAttitudesassessmenthasalsobeentranslatedintoIrish.
Exemptions
PupilsassessedashavingSLDandthosewhohavePMLDareautomaticallyexemptedfromcompletingallstatutoryassessments,includingInCAS.
Please note:IrishMediumprimaryschoolsandunitsdonothavetocarryouttheInCASassessmentsintheschoolyearinwhichtheyfirstbecomesgrant-aided.
Temporary Exceptions
Principalsmayvaryorrevokedirectionsmodifyingorliftingforabriefperiod,theassessmentrequirementsastheyaffectanindividualregisteredpupil.Thisdecision must be taken in consultation with parents,teachers andwhereappropriateEducational Psychologists.
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Therearetwotypesofdirections:
• “generaldirections”–thefactorsnecessitatingtheexceptionarelikelytohavechangedsignificantlyinsixmonths;and
• “specialdirections”–thepupilhasalongertermneedforexceptionsthatcanonlybemadethroughastatementofspecialeducationalneedsandtemporaryexceptionisnecessarywhiletheprocessofassessmentorre-assessmentbytheEducationandLibraryBoardtakesplace.
Aninitialdirectionmaylastfornomorethansixcalendarmonths.
Theprincipalmayrenewageneraldirectionbyissuingafurtherdirectiontorunonconsecutively.Thiscanbedoneonuptotwooccasionsforafurtherthreecalendarmonthsonlyineachcase.
Directionsmaynotberenewedforathirdtime.
ThespecialdirectionsendifandwhenaStatementisinplaceandwillbesupersededbytheprovisionspecifiedinthatStatement.
ForfurtherinformationpleaserefertoCircular 1990/45: Temporary Exceptions from the Statutory Curriculum and Assessment Provisions for Individual Pupils.
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An Outline of the Content of the InCAS AssessmentsBelowyouwillfindkeypointsabouteachassessmentalongwithexamplesofquestions.ForasummaryofthisinformationpleaserefertoAppendix 2: ‘At a Glance’ Guide to InCAS Assessments.
Reading (statutory)
Key Points
Thisassessment:
• takesamaximumof30 minutes;• has3 separate moduleswithcontinue buttonsbetweenthem;• producesanoverall Reading outcomeforeachpupil;• producesseparate outcomesforWord Recognition,Word Decodingand
Comprehension(whereapplicable);and• mustbecompleted in one sitting.
WordRecognitionandWordDecodingarecompleted by all pupilsandhavequestionswhicharereadaloud.AnappropriateComprehension passage is then selected based on the pupil’s performance in Word Recognition and Word Decoding.
Please note:IfitisclearfromtheirperformancethatapupilisexperiencingdifficultiesduringtheWordRecognitionand/orWordDecodingmodulesthesoftwarewillnotgivethema Comprehension passage.Thiswillbe indicated in their feedback as an asterisk (*).
Examples of Questions
BelowareexamplesofquestionsfromwithintheReadingassessment:
Thereisavoiceover throughoutthismodule.
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Thereisavoiceoverthroughoutthismodule.
Inthisexample,thevoiceoversays‘zop.’Thisisrepeatedagainandthenthepupilchoosestheiranswerbeforemovingontothenextquestion.
Please note:Mostofthewordsinthismodulearenonsense wordsbecauseifrealwordsareusedthenitisnotpossibletodistinguishwhetherthepupilhasrecogniseditbysightorhasdecodeditphonically.It is important to make pupils aware of this before they begin.
Thereisno voiceoverinthismodule.
Please note:Pupilshavetoscrollupanddownthescreenbyusingthearrows.WhentheyhavegivenananswerineveryboxtheNextarrowswillturngreenallowingthemtofinish.
Using InCAS in Northern Ireland
Inthisexampleonpage12,thevoiceoversays‘House…Theyliveinahouse.’Thepupilthenchoosesananswerbeforemovingontothenextquestion.
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General Maths (statutory)
Key Points
Thisassessment:
• takesamaximumof20 minutes; • hasno separate modules; • producesanoverall General Maths outcomeforeachpupil;and• producesseparate outcomesforNumber 1, Number 2, MSS(Measures/Shapeand
Space)andData(HandlingData).
Please note:Pupilsareallowed to have pencil and paper beside them during General Maths butshouldbeencouragedtoworkquicklythroughtheassessment.
Example of a Question
BelowisanexampleofaquestionfromwithintheGeneral Maths assessment:
Thereisavoiceover throughoutthisassessment.
Inthisexample,thevoiceoversays‘Howmanyapplesarehere?’Thenthepupilchoosestheiranswerbeforemovingontothenextquestion.
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Spelling (optional)
Key Points
Thisassessment:
• takesamaximumof20 minutes; • hasno separate modules; • producesanoverall Spelling outcomeforeachpupil;and• allowsmistakes to be deletedbyclickingon‘(back)’.
Please note:Pupilsarenot able to type on the keyboardtoanswerbutmustselectthelettersonscreenusingtheirmousepointer.Inaddition,thelettersonscreenareinalphabeticalnot‘qwerty’order.Some pupils, especially those with fine motor skills difficulties, may find this challenging.
Example of a Question
BelowisanexampleofaquestionfromwithintheSpelling assessment:
Thereisavoiceover throughoutthisassessment.
Inthisexample,thevoiceoversays‘Class…Aclassofchildren.’Thenthepupilselectstheiranswerbeforemovingontothenextquestion.
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Mental Arithmetic (optional)
Key Points
Thisassessment:
• takesamaximumof12 minutes;• has4 separate modules;• producesanoverall Mental Arithmetic outcomeforeachpupil;and• producesseparate outcomes forAddition, Subtraction, Multiplicationand
Division(whereapplicable).
Please note:Wherethepupilhasnotachievedwellenoughtomovebeyondamodulethenthiswillbeindicated in their feedback as an asterisk (*).
Examples of Questions
BelowareexamplesofquestionsfromwithintheMental Arithmetic assessment:
Thereisno voiceover throughoutthismodule.
Apupilmustachieveanage-equivalentoutcome of at least 5 yrs to move onto Subtraction.
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Thereisno voiceover throughoutthismodule.
Apupilmustachieveanage-equivalentoutcome of at least 7 yrs to move onto Multiplication.
Thereisno voiceover throughoutthismodule.
Apupilmustachieveanage-equivalentoutcome at least 8 yrs to move onto Division.
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Attitudes (optional)
Key Points
Thisassessment:
• takesamaximumof15 minutes;• doesnotproduceanoverall Attitude outcomeforeachpupil;• hasno separate modules; • producesseparateoutcomesforAttitude to Reading, Attitude to Mathsand
Attitude to School;and• doesnotproduceage-equivalentoutcomesbutratherascore between 1 and 5with
5beingthemostpositive.
Please note:DuringtheAttitudesassessmentthepupilneedstouse the mouse to drag a pointer along a scale lineinorderindicatetheirresponsetoaseriesofstatements.Pupils with fine motor skills difficulties may find this challenging.
Examples of Questions
BelowareexamplesofquestionsfromwithintheAttitudes assessment:
Thereisavoiceoverthroughoutthisassessment.
Inthisexample,thestatementsays‘Ilookforwardtoreading.’Thepupilindicatesthatthisismostlytruebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.
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Thereisavoiceover throughoutthisassessment.
Inthisexample,thestatementsays‘Ilikecounting.’Thepupilindicatesthatthisissometimestrue/sometimesfalsebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.
Thereisavoiceover throughoutthisassessment.
Inthisexample,thestatementsays‘Ilearnalotatschool.’Thepupilindicatesthatthisismostlyfalsebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.
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Developed Ability (optional)
Key Points
Thisassessment:
• takesamaximumof22 minutes;• hastwo separate modules;• producesan overall Developed Abilityoutcomeforeachpupil;• producesseparate outcomesforPicture VocabularyandNon-Verbal.
Examples of Questions
BelowareexamplesofquestionsfromwithintheDeveloped Ability assessment:
Thereisavoiceover throughoutthismodule.
Inthisexample,thevoiceoversays‘carrots’andthenrepeatsit.Thepupilclicksonthepicturethatbestdescribestheword.
Thereisno voiceover throughoutthismodule.
Thepupilseesthepatternontheleftfirstandmustclickthemousepointeroneachspot
Using InCAS in Northern Ireland
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tocolourthemin.Thenthespotsontherightappearandthepupilhastoclickagaintocreatethesamepattern.Tocorrectamistakesimplyclickonthespottoturnitwhiteagain.
Pupilsansweras many questions as possible in 7 minutes.
Please note:Ifapupilanswers all the practice questions incorrectly then they will not continuewiththeassessment.Thiswillbeindicated in the feedback by an *.
ItisimportantthatpupilsareclearduringtheNon-Verbalmodulethattheyarelooking for an identical pattern and not symmetry.
Sharing InCAS Outcomes with ParentsTheDepartment of EducationrequiresthattheReadingandGeneral Mathsage-equivalentoutcomesforeachYear4-7pupilshouldbesharedwiththeirparents/guardiansinwritinganddiscussedatameetingwhichwilltakeplaceduringtheautumnterm.
ThisparentmeetingprovidesausefulopportunityforschoolstosettheInCASoutcomesinaneducationalcontext,suchasanyareasforimprovementandtheactionsthattheschoolintendstotaketoaddressthese.Italsoprovidesanopportunitytohelpparents/guardiansunderstandwhattheycandotosupporttheirchild’slearning.
Please note:TheInCASReadingandGeneralMathsoutcomesarenot intendedtobeusedto compare childrenwitheachotherbuttoencourageteachers,parents/guardiansandpupilstoworktogethertosupportlearningaseffectivelyaspossible.
Aswithanyone-offassessmenttheoutcomesofInCASassessmentsaredeterminedbyhowthepupilrespondsatthatpointintime.Forthisreason,theyshouldalwaysbeconsideredwithinthecontextofotherinformationandknowledgeofthechild.
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Instructions for Using the InCAS SoftwarePreparation
BeforeteacherscanstartusingInCASwiththeirpupils:
• thesoftwareneedstocontainthecorrectschoolandpupildata;and• therequiredassessmentsshouldhavealreadybeenselectedandpasswordscreated.
InformationabouthowthisshouldbedoneisincludedintheInCAS Assessments: School Preparation & Supportinformationwhichissent to Principalsatthestartofeachschoolyear.Ifrequired,copiesoftheseinstructionsareavailablefromtheInCASsectionofwww.nicurriculum.org.uk
Please note: Thisprocessshould only be completed oncebyanominatedpersonintheschool.
Theinformationonthefollowingpagesassumesthattheabovehasbeencompleted.
ForasummaryofkeypointstorememberwhenusingInCASpleaserefertoAppendix 3: Tips for Teachers Using InCASandtoviewtheresourcesdesignedtosupportclassroomassistantspleaserefertoAppendix 4: Guidance for Classroom Assistants Supporting Pupils to Complete InCAS Assessments and Appendix 5: Checklist for a Classroom Assistant Supporting a Pupil to Complete InCAS.
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Open the InCAS Software and Log-In
1. ClickontheStartmenufromyourcomputerdesktop.2. ClickAll Programs.3. FindandclicktoopentheInCASprogramset.4. ClickInCASforthecurrentyear.5. TheLog-Inscreenwillappear(seebelow).
TheLog-Inscreeniswhere:• pupilsentertheirpasswordtostartanassessment(seepage35);and• schoolsaccessthefunctionsavailablewithintheAdmin Menuasdescribedonthenext
page.
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InCAS Admin Menu
TheAdmin Menuisthe‘controlcentre’oftheInCASsoftwarewherecertainadministrativefunctionsareperformed.
Please note:Youcannotlog-intotheAdmin MenuwhilstassessmentsarebeingcarriedoutorifsomebodyelseinyourschoolisusingInCAS.Youwillknowifthisisthecasebecausean error messagewillappearaskingyoutocheckifsomeoneelseisusingthesoftware.
FromtheLog-Inscreen:
1. TypeadminintotheEnter Passwordbox.2. ClickLog-IntoshowtheAdmin Menu(seebelow).
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Browse Assessments
Thesestepsallowteacherstoviewarangeofquestionsfromeachoftheassessmentsandmodules.
Please note: BrowseAssessmentsshould not be used to prepare pupilsforcompletingtheInCASassessments.TheInky Pupil Demos havebeendesignedforthispurpose.
1. FromtheAdmin MenuclickBrowse Assessments.2. TheBrowse Assessmentsscreenappears(seebelow).3. ClicktohighlighttheassessmentthatyouwishtoreviewandclickStart.4. IntheBrowse Itemsscreen,clicktohighlightanyitem/question.5. ClickShow Item.Theselecteditemwillbedisplayed-answerthequestion.6. Whenyouhavefinishedthequestion,youwillbereturnedtotheBrowse Items
screen-repeatforotheritemsifrequired.7. Click Back to Main Browse Menu. 8. ClickBack to Admin Menu.
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Edit/View Biographical Data
ThesestepsallowteacherstoaccessallthedatastoredwithinInCASfortheschool.
Please note:Thisscreenshouldonlybeusedbyteachersiftheyneedtoperformthefollowingfunctions:• manuallyenterapupilormakeachangetothedata;or• createanassessmentforanentireclassorindividualpupil/s.
Thescreenworksinthefollowingway:
1. ClicktohighlighttheSchool.TheclassnameswillappearintheClassbox.2. ClicktohighlightaClass.ThepupilnameswillappearforthatclassinthePupilbox.3. ClicktohighlightaPupil.Theassessmentsession/s(whencreated)forthatpupilwill
appearintheSession box.
Thecommandbuttons(New, Edit, Delete and Assess)performthesamefunctionregardlessoftherowtheyareon,e.g.forthepupilrow–onlythespecificpupilhighlightedwillbeaffected.
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Edit a Pupil’s Details
Thesestepsallowteacherstochangeoraddpupildetails.
Please note: Thisshouldonlybenecessaryifsomeofyourdataisincorrect/missing.
1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatthepupilisin.4. BesidethePupilbox,clickthepupilnameandthenclickEdit.5. IntheEnter pupil details screenmaketherequiredchangesandthenclickOK.6. Repeatsteps4&5ifrequiredtocheck/changeotherpupildata.
Add a New Pupil
1. Followsteps1-3above.2. BesidethePupilbox,clickNewtoseetheEnter pupil detailsscreen.3. AddthenecessaryinformationandthenclickOK.
YouonlyneedtoenterFirstName,Surname,DateofBirth,SchoolyearandSex(seebelow).
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Create an Assessment: Entire Class
Thesestepsallowteacherstochangeoraddpupildetails.
1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatyouwishtoassess.4. Totheextremerightofthe Classbox,clickAssess.5. TheCreate multiple assessment sessionsscreenappears(seebelow). Clicktohighlighttheassessmentofyourchoicefromthelist.6. ClickOK.7. ClickOKtoconfirmthenumberofassessmentscreated.8. RepeatasrequiredforotherassessmentsorclickBack to Admin Menu.
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Create an Assessment: Individual Pupil
Thesestepsallowteacherstosetupassessmentsforindividualpupils.
1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatthepupilisin.4. InthePupilbox,clickthepupil’snameyouwanttoassess.5. TotheextremerightofthePupilbox,clickAssess.6. TheEnter assessment sessiondetailsscreenappears(seebelow).7. Clicktohighlighttheassessmentofyourchoicefromthelist.8. ClickbesidethePasswordbox.9. Makeanoteofthepupil’snewthreeletterpasswordandtheclick OK.10. RepeatasrequiredforotherassessmentsorclickBack to Admin Menu.
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Access/Print Passwords: All Pupils Using InCAS
Thesestepsallowteacherstovieworprintpasswordsfortheschool.
Please note: Thiswillprovidepasswords(listedinclassorder)forallpupilswithan‘activesession’.Thesessionswillberemovedfromthelistwhentheassessmentshavebeencompleted.
1. FromtheAdmin MenuclickPasswordList.2. ThePassword Listwillopenandbedisplayedinclassorder.3. PrintthisorcopyandpasteitintoanotherapplicationsuchasMicrosoftWordwhere
youcaneditit.4. ToclosethePassword Listclicktheredxatthetoprightofthescreen.5. ThenclickBack to Admin Menu.6. ClickExittoleavetheInCASsoftware.
ACTIVE SESSIONS IN THE CURRENT DATABASE
CLASS: HMCBSurname FirstName DOB Assessment PasswordBrown Rachael 13/04/2001 GeneralMaths OQXBrown Rachael 13/04/2001 Reading JFQCorry Robert 11/04/2001 GeneralMaths VSHCorry Robert 11/04/2001 Reading JAXCowan Sarah 07/06/2001 GeneralMaths NWSCowan Sarah 07/06/2001 Reading CURCraig Peter 03/03/2001 GeneralMaths POHCraig Peter 03/03/2001 Reading FIO
CLASS: MMKSurname FirstName DOB Assessment PasswordHamilton Molly 25/01/2001 GeneralMaths GKJHamilton Molly 25/01/2001 Reading DJX
Please check the dates of birth entered are correct .
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Inky Pupil DemosTeachersshouldusetheInky Pupil DemostointroducepupilstoInCASassessments.
Inkyisananimatedcharacterthatwillshowpupilshowtologonandworktheirwaythroughtheassessments.ThesepupildemosaredesignedtobeshowntoanddiscussedwithawholeclassandeachdemoincludesafinalsectioncalledInky’s Reminderswhichsummarisestheinstructionsandcanbemovedthroughatthespeedthatteachersfeeltobeappropriatefortheirpupils.
Please note:Thesedemosarenot designed to be watched individually by pupils withoutinteractionwiththeirteachersorclassroomassistants.Theyarebestviewedonawhiteboardorviaadataprojector.Foryounger pupilsorforthosewhohavespecial educational needsitmaybehelpfulforthemtowatch the demo several times.
Inky Pupil Demos areavailableforbothstatutoryandnon-statutoryInCASassessmentsinEnglishandIrish.
Additional Support to Prepare Pupils to Complete InCAS Assessments
Inaddition,otherresourcesareavailabletohelppreparepupilsfromwww.nicurriculum.org.uk
PleaserefertoAppendix 8: Inky’s Key Messages Snap Cards, Appendix 9: Inky’s Reminder Poster and Appendix 10: Inky’s Reminders Poster (Irish Medium).
Using InCAS in Northern Ireland
Pupil Log-InThesestepsallowapupiltocompleteanassessmentoncetheyhaveviewedtheInky Pupil Demo(seepreviouspage).
Please note:Itisespeciallyimportantthatthepupil’sdateofbirthiscorrectasInCASusesthisinformationtoselectanappropriateentrypointintotheassessment.
1. OntheLog-Inscreenthepupilenterstheuniquethreeletterpasswordforthe requiredsession.
2. ClickLog-In.3. Checkthatthe detailsarecorrect.4. Click‘Test Sound’.
Please note:OncethepupilclicksStart thevolumecannot be adjustedsoitisimportantthatthevolumeleveliscorrect.Thepupilshouldbeabletohearthesoundofapplause.Iftheycannot,makesurethattheheadphonesareworkingandthevolumeisatanappropriatelevel.Ifthevolumeisnotcorrectthenthepupilcanusetheon-screenslidingVolumecontroltoadjustit.
5. ClickontheStartbuttontobegintheassessment.
Theassessmentwillbeginwithsomeinstructionsandsamplequestionssothepupilknowswhattodo.Pupilsshouldlistencarefullytotheinstructionsandfollowthepromptstheyaregivenuntiltheassessmentisfinished.
Using InCAS in Northern Ireland 35
36
Completing the InCAS Assessments – TroubleshootingFindbelowquickinformationforteacherswhoencounterdifficultieswhencompletingtheassessments.
What is the problem? Try this …I can’t find this year’s InCAS software onmycomputer/laptop.
• Connectthecomputer/laptopdirectlyintotheC2ksystemusinganetworkcable;and
• AllowtimeforittoupdateinlinewithC2kguidance.Mylaptops/computerscannot access the wireless network.
• CheckthatyouarefollowingtheguidelinesprovidedbyC2kfortheeffectiveuseofwirelessconnectionsinyourschools.
Thesound is not working. • Ensurethatthesoundonthecomputer/laptopandtheheadphonesisnotmutedandthattheheadphonesarepluggedinproperly.
• CheckwiththeITCoordinatorthatnootherproblemshavebeenreportedwiththeequipmentwhichwouldexplainthedifficulty.
Ihavenoticedthata pupil’s name, date of birth, year or class group is incorrect.
• PhonetheInCAS Helpdesk.
Ineedtosetupsomeoftheoptional assessmentsforpupils.
• FollowtheinstructionstoCreate an Assessment: Entire Class(seepage31)orCreate an Assessment: Individual Pupil(seepage32).
A new pupil has just startedinmyclass.Ineedtocreateanassessmentforthem.
• FollowtheinstructionstoAdd a New Pupil(seepage30)andCreate an Assessment: Individual Pupil(seepage32);and
• Notethepasswordandassessthepupilasnormal.
The passwords that I haveformypupilsare not working.
• FollowtheinstructionstoAccess/Print Password: All Pupils Using InCAS(seepage33);
• Checkthatthepasswordslistedwithinthesoftwarearethesameastheonesthatyouhavebeentryingtouse.
• Iftheyarenotthenprintthenewlistandassessusingthesenewpasswords.
Myclasshasno passwords. • FollowtheinstructionstoCreate an Assessment: Entire Class(seepage31)andAccess/Print Passwords: All Pupils Using InCAS(seepage33).
Using InCAS in Northern Ireland
37
What is the problem? Try this …Someofmypupilshavemore than one password foranassessment.
• Allofthesepasswordswillbeactivesojustchooseoneforeachpupilanduseit.
Ihavelost the password listthatIwasgivenformypupils.
• FollowtheinstructionstoAccess/Print Passwords: All Pupils Using InCAS(seepage33)toprintanewcopyofthelist.
Oneofmypupilswascompletinganassessmentwhenthecomputer screen froze.
• Report the problem to the C2K Helpdesk;and• FollowtheinstructionstoCreate an Assessment:
Individual Pupil(seepage32).
Iamunable to log in to InCASandamseeinganerrormessage.
• SomeoneelseintheschoolisusingInCASandwhentheyarefinishedandhaveloggedoutthenyouwillbeabletologin.
An error message appeared onthescreenwhenoneormoreofmypupilswerecompletinganassessment.
• Notewhattheerrormessagesays,whetherthepupilisworkingwirelesslyorusinganetworkcableandwhichassessmenttheyarecompleting;
• Report the information to the InCAS Helpdesk;and• FollowtheinstructionstoCreate an Assessment:
Individual Pupil(seepage32).
A pupil became ill or was interrupted by an emergencyandwasunabletofinishanassessment.
• FollowtheinstructionstoCreate an Assessment: Individual Pupil(seepage32)toallocateanewpasswordtothepupilandallowthemtocompletetheassessmentagainatamoresuitabletime.
Stillhavingproblems? Contactthe C2k Helpdeskon0870 6011666.
Stillhavingproblems? ContacttheInCAS Helpdeskon02890 261274.
Using InCAS in Northern Ireland
41
Using the School’s Unique Username and PasswordAseachpupilcompletesanInCASassessmentthedata will be saved automaticallyontoyourschoolsystem.
Foreaseofmanageability,schoolsshouldideallywaituntileveryonehasfinishedInCASbeforesendingtheassessmentsformarking-thatwayonepersoncanuploadforthewholeschoolinonego.However,ifthisisnot practical,schoolsshoulduploadasappropriate.
SchoolsneedtousetheiruniqueUser Name and Passwordtocompletethisprocess.Thiswillensurethattheyaretheonlyonesabletouploadandaccesstheiroutcomes.
Yourschool’s Username andPasswordremainthesameasinpreviousyears.Ifyoucannotlocatethem,contacttheInCAS Helpdeskon028 9026 1274.
Please note:Forsecuritypurposes,InCAS Helpdesk staff will not give out these unique Usernames and Passwords over the phone.InsteadtheywillusetheschoolphonenumberlistedontheDENIwebsitetocontacttheprincipalwiththedetails.Thisisforsecuritypurposestoensurethatqueriesarelegitimate.
Using InCAS in Northern Ireland
42
Instructions for Using the InCAS SoftwareSend Assessments for Marking
Thesestepsallowteacherstouploadtheassessmentstoasecurewebsiteformarking.
Please note:Teachersmustbelogged on to the C2k networktocompletethefollowingsteps.
1. FromtheAdmin MenuclickTransfer Data.2. ClicktohighlightUpload file.3. ClickTransfer.Asmallscreenwillopen-thefilewillhavethedefaultname
UploadFile.4. ClickSave.Ifyougetamessagesaying“UploadFile.ZIPalreadyexists.Doyou
wanttoreplaceit?ClickYes.5. Afterashortdelayyouwillgetamessageconfirmingthatyourdatahasbeen
transferred.Youwillbeaskedifyouwishtogotothewebsite-clickYes.6. OntheInCAS+ Securewebsite,enteryourschool’sUsernameandPassword
andclickSubmit.7. ClickReturn DataandthenUpload Results.8. ClickBrowse.9. ClickonMy Computer.10. DoubleclickontheRM Shared Documentsdriveendingwith (W:).11. FindanddoubleclicktheInCASfolderforthecurrentyear.12. DoubleclicktheAdminfolder.13. Findanddoubleclickonthe UploadFile.ZIP.14. ClickUpload.Afterashortdelay(dependingonthefilesize)youwillreceive
confirmationthatyourdatahasuploaded.15. ClosethewebsiteandthenclickBack to Admin Menu.16. ClickExittoleavetheInCASsoftware.
Onceyourassessmentshavebeenuploaded,yourdatawillbeanalysedandchartsandtablesproduced.Itisrecommendedthatyouallow48hoursforthistooccur.
Using InCAS in Northern Ireland
43
InCAS Feedback
SECTION
04Accessing and
Understanding InCAS Feedback
Using InCAS in Northern Ireland
45
Accessing FeedbackOnceyourassessmentshavebeenuploadedandanalysed,youcanlog-ontotheInCAS+ websitetoaccessyourfeedback.Thiscanbedonefromanycomputerwithinternetaccess.
Please note:Eachschoolhasaunique User NameandPassword.Passwords are case sensitive.
1. Log-ontotheInCASwebsitewww.incasproject.org2. Click+SECURE SITES.Adropdownmenuwillappear.3. ClickInCAS+.4. OntheInCAS+ Secure Websitepage,enteryourschool’suniqueUser Nameand
Password.5. ClickSubmit.6. ClickResults/Analysiswhereyouwillseelistedthedifferenttypesoffeedback
available(seebelow).
Thedifferenttypesoffeedbackinclude:
• StandardFeedback;• CustomFeedback;• AgeComparisonCharts;• AgeStandardisedScores;and• PupilProgressCharts.
Please note:CustomFeedbackwillgiveyouaccessto4othertypesoffeedback:
• ScoresCharts;• LongitudeCharts;• ScoresTables;and• DifferencesTables.
Thefollowingpagesprovidemoreinformationonhowtounderstandthefeedbackalongwithexamplesofthedifferenttypesavailable.
Using InCAS in Northern Ireland
46
Understanding Feedback
Please note:Whenchoosingthetypeoffeedbackthatwillbesharedwithparentsitisimportanttorefer to the latest Department of Education requirementsoutlinedinthe current InCAS circular.
Theminimum age-equivalentoutcomeforGeneralMaths,DevelopedAbilityandMentalArithmeticis3yearsandforReadingandSpellingis4years.
Themaximum age-equivalentoutcomeforanyassessmentis16years.
Attitudeoutcomesareratedona5-pointscalewith1beingnegativeand5beingpositive.
Age-equivalent outcomesindicatehowthepupilperformedduringtheassessment.
An asterisk (*) appearinginapupil’sfeedbackindicatesthatanassessmentormoduleoutcomeismissing(seethefollowingpage).
An age differenceoutcomeisthedifferencebetweenthepupil’sage-equivalentoutcomeandtheirage.
Whenapupil’sage-equivalentoutcomeisinlinewiththeirage,thentheagedifferencewillappearas0:0.
AtableorchartforAchievementwillincludeoutcomesforbothstatutoryassessments(ReadingandGeneralMaths).
Please note:Wheregiventheoption,itisrecommendedthatdownloadedcharts/tablesare“saved”inaconvenientfolder.Alsosomecharts/tablesareproducedinExcelandusemacros.Ifprompted,ticktheboxto“Enable Macros”.
Using InCAS in Northern Ireland
47
Missing OutcomesAsterisk (*)
SometimesInCASfeedbackmayincludeanasterisk(*)whichindicatesthatanassessmentoutcomeismissing.Bycheckingthelistbelowmostofthereasonsforthiswillbeexplained.
Amissingoutcomewilloccurwhenapupilhas:
• beenabsentduringanassessment;• not achieved a high enoughage-equivalentoutcomeineitherWordRecognitionor
WordDecodingtomove on to Comprehension;• notachievedahighenoughage-equivalentoutcomeinoneMental Arithmetic
module to move ontothenext;or• not been able answer any of the practise questionsatthebeginningoftheNon-
VerbalmodulewithinDevelopedAbilityandhasthereforebeenstopped at that point.
Please note:IfthereisstillanunexplainedasteriskschoolsshouldcontacttheInCAS Helpdesk on 02890 261 274.
Hash sign (#)
Please note:Ifaschoolfindsanyhashsigns(#)inthefeedbackthentheyshouldcontacttheInCAS Helpdesk on 02890 261 274.
Using InCAS in Northern Ireland
48
Standard FeedbackThesetables:
• showoutcomes for all the assessmentscompletedintheschool;• downloadseparatedintoyeargroupsandthenintoclasses.Pupilsineachclassare
listedinalphabeticalorder;and• cannotbesortedorfiltered.
Please note:Printing directlyfromtheInCAS+websitewillincludetheoutcomes for every assessmentcompletedintheschool.Toprintaspecificselection,copyandpasteintoanotherapplication,suchasMicrosoftWord.
Alternatively,ifyouwouldprefertodownload your outcomes in smaller groups,usethe Custom Feedbackoption.
BelowisanexampleofStandard Feedback.
1. Thisshowstheageatthetimeofassessment.2. Thesepresenttheage-equivalentoutcomeswhichindicatehowthepupil
performedduringtheassessment.3. Theminimumage-equivalentoutcomeforGeneralMaths,DevelopedAbilityand
MentalArithmeticis3yearsandforReadingandSpellingis4years.4. Anasterisk(*)appearinginapupil’sfeedbackindicatesthatanassessmentor
moduleoutcomeismissing(seepage47).
Using InCAS in Northern Ireland
NameReading
Age(Yrs:Mths)
18/10/2011
Age Equivalent ScoresScore (Yrs:Mths)
Reading GenMaths
Charles A 8:11 7:5 9:0
William A 9:0 11:10 *
Alex B 8:8 <4:0 8:6
Nuala B 9:0 6:8 7:1
Joe C 9:1 9:2 10:4
Zane C 8:8 8:10 9:9
Oliver F 9:1 8:3 *4
3
1 2
49
Custom FeedbackCustomFeedbackallowsschoolstoaccess:
• ScoresCharts;• LongitudeCharts;• ScoresTables;and• DifferenceTables.
Please note:ThesechartsandtablesmaybeavailableatPupil, Class, Year GroupandSchool leveldependingonthetypeoffeedbackchart/tableselected.
Accessing Custom FeedbackOncetheschoolshaveselectedtheCustom FeedbackoptionfromtheResults/Analysis dropdowntheysimplyworkfromlefttorightofthescreenclickingthechartortablethattheyrequire.ThenclickonDisplay Chart/Table.
Using InCAS in Northern Ireland
50
Scores ChartsThesecharts:
• areavailablefor all the assessmentscompletedintheschool;• provideagraphicalrepresentationofoutcomes;and• canbeaccessedatPupil,Class,YearGroupandSchoolLevel.
BelowisanexampleofaScores Chart.
1. Thebluesquaresshowthepupil’sage-equivalentoutcomes.2. Theverticallinesaboveandbelowthebluesquaresaretheconfidenceintervals.3. Thegreenlineisthepupil’sageatthetimeofassessment.4. Thedatebelowtheassessment/modulenameindicatesthedatewhenthepupil
completedtheassessment.5. Theage-equivalentoutcomesscalemaychangefrompupiltopupilbecauseitis
automaticallydeterminedbythesoftware.Inadditionwherethescaleisinhalfyearsratherthanwholeyearstheconfidenceintervalsmayappearlonger.
Understanding Confidence Intervals
Anage-equivalentoutcome(bluesquare)showshowapupilperformedatagivenpointintime.Onadifferent daythesamepupilmighthavehadaslightly different pattern of responsesandthereforewouldachieveaslightly higher or lower outcome.The confidence intervals show this range.
Thismeansthatbyexamining the confidence intervalsschoolscannotonlyaccesstheage-equivalentoutcomeofapupilbutalsogain an understandingofhowconsistentlythatpupilhasanswered.
Iftheconfidence interval overlapsthegreenlinethenthisindicatesthatonadifferentdaythispupilwouldbeperforming in line with their age.
Please note:Whiletwopupilsmayhaveidentical age-equivalent outcomes it is possiblethatbyaccessingtheirScoresChartsandanalysingtheconfidenceintervalsateachermayidentifythatthelevel of understandingandconsistency of answering is actually different.
1
2 3
45 WordRecog18/10/11
WordDecod18/10/11
Comprehension18/10/11
Age
Equ
ival
ent S
core
10
8
6
Using InCAS in Northern Ireland
51
Longitude ChartsThesecharts:
• areavailableforReading, General Maths, Developed Abilityand Spelling;• showtheprogressthatapupilmakesforuptoamaximumof4years;and• canbeaccessedatPupil,Class,YearGroupandSchoolLevel.
BelowisanexampleofaLongitude Chart.
1. Theblackdiamondrepresentsthepupil’sage-equivalentoutcome.2. Theverticallinesaboveandbelowtheblackdiamondsaretheconfidenceintervals(see
page50).3. Thegreenlineisareferencelinesoateachercanquicklyseeifapupilisperformingat,
beloworabovetheirage.4. Theage-equivalentoutcomesscalemaychangefrompupiltopupilbecauseitis
automaticallydeterminedbythesoftware.Inadditionwherethescaleisinhalfyearsratherthanwholeyearstheconfidenceintervalsmayappearlonger.
Please note:Ifthedifferencebetweentheageandtheage-equivalentoutcomeissolargethatitexceeds the rangeofthescale,thegreen line will not appearonthechart.
1
2
3
4
Age
-Equ
ival
ent S
core
11
10
9
8
7
6
57 7.5 8 8.5 9 9.5 10 10.5
Age
Using InCAS in Northern Ireland
52
Scores TableInCAS: NI2011/12School: 1234567
Order by: First Name
Age Equivalent Scores(Yrs:Mths)
GenMaths Modules
NameAge
(Yrs:Mths) Number 1 Number 2 MSS Data
Zoe x 9:6 8:10 8:10 8:5 9:7
Terri x 10:0 9:8 10:7 9:7 11:11
Taylor x 9:3 9:5 8:2 9:1 8:9
Sydney x 9:5 7:7 5:3 7:3 7:5
Summer x 10:3 <3:0 7:9 7:4 6:10
John x 9:11 7:4 8:5 8:3 8:10
Ryan x 10:2 7:5 10:7 8:6 6:6
Rachel 9:11 9:3 6:7 9:6 8:11
Pheobe x 10:1 7:10 9:7 8:10 7:8
Owen x 9:7 10:0 # 10:3 9:0
Scores Tables Thesetables:
• areavailableforall the assessments completedintheschool;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.
BelowisanexampleofaScores Table.
1. Byclickingontheblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedfororderingthetable.
2. Ifahashsign(#)appearsinthetablecontacttheInCASHelpdeskon02890261274.3. Theminimumage-equivalentoutcomeforGeneralMaths,DevelopedAbilityand
MentalArithmeticis3yearsandforReadingandSpellingis4years.
1
3
2
Using InCAS in Northern Ireland
First Name
53
Pupil Scores TablesThesetables:
• includeall assessment outcomescompletedbyanindividualpupil;• cannotbesortedorfiltered;and• canonlybeaccessedatPupilLevel.
BelowisanexampleofaPupil Scores Table.
1. Thisshowsthedifference(+or-)betweentheage-equivalentoutcomeachievedbythepupilandtheirage.
2. Attitudeoutcomesareratedona5-pointscalewith1beingnegativeand5beingpositive.
Assessment AssessmentDate
Age(Yrs:Mths)
Age EquivalentScore (Yrs:Mths)
Age Difference(Yrs:Mths)
Reading 18/10/2011 9:9 11:6 +1:9
WordRecog 18/10/2011 9:9 11:2 +1:5
WordDecod 18/10/2011 9:9 15:5 +5:8
Comprehension 18/10/2011 9:9 10:8 +0:11
Spelling 17/10/2011 9:9 9:10 +0:1
GenMaths 19/10/2011 9:8 9:4 -0:4
Number 1 19/10/2011 9:8 10;3 +0:7
Number 2 19/10/2011 9:8 9:1 -0:7
Data 19/10/2011 9:8 9:2 -0:6
MSS 19/10/2011 9:8 9:1 -0:7
MentArith 20/10/2011 9:8 10:1 +0:5
Addition 20/10/2011 9:8 13:7 +3:11
Subtraction 20/10/2011 9:8 9:6 -0:2
Multiplication 20/10/2011 9:8 10:10 +1:2
Division 20/10/2011 9:8 9;2 -0:6
DevelopedAbility 21/10/2011 9:8 14;0 +4:4
PicVocab 21/10/2011 9:8 12:1 +2:5
NonVerbal 21/10/2011 9:8 14:6 +4:10
Attitudes 17/10/2011 Reading Score: 3 Maths Score:3 School Score:32
1
Using InCAS in Northern Ireland
54
Difference Tables Thesetables:
• areavailableforall the assessmentscompletedintheschoolexceptforAttitudes;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.
BelowisanexampleofaDifference Table.
1. Byclickingontheblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedfororderingthetable.
2. Showsthedifferencebetweenthepupil’sage-equivalentoutcomeandtheirage;and3. Whenapupil’sage-equivalentoutcomeisinlinewiththeirage,thentheagedifference
willappearas0:0.
Please note:Whenapupil’sage-equivalentoutcomeis>16or<3or4yrsdependingontheassessment,itisnotpossibletocalculateanexactagedifference.Whenthishappensyouwillsee<or>beforetheagedifference.
Difference TableInCAS: NI2011/12School: 1234567
Order by: Comprehension
Age Equivalent Scores (Yrs:Mths)
Reading Modules
NameAge
(Yrs:Mths)WordRecog
WordDecoding 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 9:0 +1:4 +5:6 +2:3 *
Zane C 8:9 +:10 +0:1 +0:2 +1:4
Joe C 9:1 -1:3 +2:7 0:0 *
Emma H 8:7 +1:10 +1:3 -0:4 0:0
1
3
2
Using InCAS in Northern Ireland
Comprehension
55
Age Comparison ChartsThesecharts:
• areavailablefor all the assessments completedintheschool,except for Attitudes;• showhowagroupofpupilsisperformingusingboxandwhiskerplots;• canbefilteredbytheassessment/module(seestep1below);and• canbeaccessedatClass,YearGroupandSchoolLevel(seestep2below).
BelowisanexampleofaAge Comparison Chart.
1. ByclickingontheAssessmentblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedtoselectanassessmentormodule.
2. ByclickingontheCohortblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.ThiscanbeusedtoselectaClass,YeargrouporAllPupils.
3. Thegreenreferencelineshowstheexpectedage-equivalentoutcomesforpupilsacrossNorthernIreland.
4. Therectangularboxincludesthemiddle50%ofthegroups’age-equivalentoutcomes.5. Thislineshowsthemedianoutcomeforthegroup.6. Thislineshowsthemedianageforthegroup.
TounderstandhowthesechartscanbeusedatclassandwholeschoollevelpleaserefertoAppendix 6: Examining Class Outcomes in More Detail Using Age Comparison Charts and Appendix 7: Comparing Outcomes for All Pupils Using Age Comparison Charts.
Using InCAS in Northern Ireland
InCAS
School : 1234567Assessment :
Cohort :GenMathsClass Four
Mimi
Maya
Magnus
Lucy
Lucas
Katya
Jemima
Isabella
Hugo
HelenHani
Dariusz
Cosima
Chelsea
Caitlin
Brogan
Bessie
Bertie
Anusha
Annabel
6
7
8
9
10
11
0198Age (Years)
Age
Equ
ival
ent S
core
(yea
rs)
ReferenceUpper LimitLower LimitGenMaths
1
2
3
4
6
5
NI 2011/12
56
Name Reading GenMathsMental
ArithmeticsDeveloped
Ability
Chanelle A 87 100 98 95
William B 124 110 115 122
Alex A 57 98 92 61
Nuala B 81 81 90 87
Joe C 100 112 108 102
Zane C 101 111 108 118
Oliver F 93 101 98 95
Emma H 93 91 83 *
Araminta J 89 91 70 88
Jake J 66 <55 62 74
Age Standardised Scores Thesetables:
• showoutcomesforReading, General Maths, Mental ArithmeticandDeveloped Ability;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.
Please note:Theseagestandardisedoutcomeshaveamean of 100andastandard deviation of 15.ThismeansthatofthepupilsacrossNorthernIreland:• 68%willhaveoutcomesbetween 85 and 115;• 16%willhaveoutcomesof115 or above;and• 16%willhaveoutcomesof85 or less.
BelowisanexampleofaStandardised Scores Table.
1. Anagestandardisedscoreof100meansthatapupilisaveragefortheirage.2. Thelowestavailableagestandardisedscoreis55andthehighestis145.3. Anasterisk(*)appearinginapupil’sfeedbackindicatesthatanassessmentormodule
outcomeismissing(seepage47).
3
2
1
Using InCAS in Northern Ireland
57
Accessing Pupil Progress ChartsOncetheschoolshaveselectedthePupil Progress ChartoptionfromtheResults/Analysis dropdowntheysimplyworkfromlefttorightofthescreenandclickonthechartortablethattheyrequire.ThenclickonDisplay Chart/Table.
Using InCAS in Northern Ireland
58
Pupil Progress ChartsThesecharts:
• showtableandchartinformationforboth ReadingandGeneral Maths;• arenotavailableforanyotherassessmentoutcomes;and• canbeselectedtoshowbetweenoneandfouryearsofdata.
BelowisanexampleofaPupil Progress Chart.
Academic Year A Age Reading Reading IM General Maths
2011-2012 10:1 9:6 * 11:3
2010-2011 9:1 7:10 * 9:8
1. Thetableheadingsarefixed.Ifyourpupilshavenotcompletedoneoftheseassessmentsthiswillbeindicatedbyanasterisk(*).
2. ThechartwillshowassessmentoutcomesforReadingand/orReading(IrishMedium)dependingwhichassessmenthasbeencompleted.
3. Thegreenreferencelineshowstheexpectedage-equivalentoutcomesforpupilsacrossNorthernIreland.
InCASSchool: Example School Class: Example Class:
Pupil: Example pupil Date of Birth: 27-Aug-02
Reading
11
10
9
8
7
6
Age
Equ
ival
ent S
core
Age
Equ
ival
ent S
core
General Maths
13
12
11
10
9
88 9 10 11 12
Age
2
3
1
Using InCAS in Northern Ireland
59
Accessing and Understanding the InCAS Feedback - TroubleshootingFindbelowquickinformationforteacherswhoencounterdifficultieswhenaccessingandunderstandingtheInCASfeedback.
What is the problem? Try this …Iamprinting the Pupil Progress Charts for each individualinmyclassbutitistakingalongtime.
• FromthePrintoptioninExcel,selectEntire workbook andthenOK;and
• AllofthePupilProgressChartsforyourclasswillprintinonego.
Myfeedbackcharts/ tables are not opening.
• WhengiventheoptiontoOpenorSavethefeedbackselectSave;
• Givethefileasuitablenameandsaveitsomewhereconvenient;
• IfpromptedselectEnable macros;and• Openthissavedfeedback.
Somepupilassessment outcomes are not included inthefeedback.
• Makesurethatthepupilhascompletedtheassessments;and
• CheckthatyouhavefollowedtheinstructionsforSend Assessments for Marking(seepage42).
I’vedownloadedmyfeedbackandsomeofmypupilshavemissing outcomes.
• Rememberthattherearesomeoccasionsthatyoushouldexpecttoseeamissingoutcome.FormoreinformationrefertoMissing Outcomes(seepage47).
Stillhavingproblems? ContacttheInCAS Helpdeskon02890 261274.
Using InCAS in Northern Ireland
61
InCAS FeedbackParent MeetingsInCAS Feedback
SECTION
05Using InCAS Data
Using InCAS in Northern Ireland
63
Feedback Available at Pupil, Class and School LevelInCASprovidesage-equivalentoutcomeswhichcanbeusedatpupil,classandschoolleveltohighlightpupils’strengthsandareasforimprovement.
Pupil Level Feedbackmaybeusedbyteachersformonitoringindividualpupilprogressandtoensurethateachpupilisreachinghisorherfullpotential.
Class Level Feedbackmaybeusedtohelpteachersplantheirteachingduringtheschoolyeartomeettheneedsofallpupilsintheirclassrooms.
School and Year Group Level Feedbackmaybeusedbyschoolsforself-evaluation,developmentplanningandtarget-setting.
Summary of Feedback Available at Each Level
ForeaseofreferencethetablebelowoutlinestypesoffeedbackavailablefromInCASateachlevel:
Pupil Level PupilProgressChart
CustomFeedback:• ScoresChart• LongitudeChart• PupilScoresTable
Class Level AgeComparisonChartAgeStandardisedScoresTable
CustomFeedback:• DifferenceTable• ScoresTable
Year Group Level AgeComparisonChartAgeStandardisedScoresTable
CustomFeedback:• DifferenceTable• ScoresTable
School Level StandardFeedbackAgeStandardisedScoresTableAgeComparisonChart
CustomFeedback:• ScoresTable• DifferenceTable
Using InCAS in Northern Ireland
64
Suggestions for Teachers Using InCAS DataTeachersmayuseInCASdatato:
1. Highlightspecificweaknessesforindividualpupils.2. Informaccuratecurriculartargetsforindividualpupils.3. Identifyindividualsandgroupsforadditionalsupport.4. Encouragepupilstotakeownershipoftheirlearninggoals.5. Identifyareasforimprovementfortheclassasawhole.6. Tailorteachingtotheneedsoftargetedgroups.7. Provideevidencetosupportdecisionsandidentifywherebesttofocusresourcesand
teaching.
Resources for Schools Analysing and Using the InCAS OutcomesInadditiontothewealthofexperiencewithineachprimaryschool,teachersmayfinditusefultorefertotheresourceslistedbelow.Theseareallavailableonwww.nicurriculum.org.uk
Resources from CCEA Resources from CEMUsing and Analysing InCAS Data to Inform Learning and Teaching:videocasestudies.
Diagnosing and Remediating Literacy Problems: Using InCAS Software
Straitéisí Molta le haghaidh Feabhsúchán Deacrachtaí sa Léitheoireacht: An Ghaelscolaíocht
Diagnosing and Remediating Mathematical Problems: Using InCAS Software
Forbairt na Litearthachta agus straitéisí luath-idirghabhála’ i nGaelscoileanna: An Ghaelscolaíocht
InCAS Feedback Guidance 2010
Using InCAS in Northern Ireland
65
Using and Analysing InCAS Data to Inform Learning and Teaching: Video Case Studies (CCEA)
ThesevideocasestudiesdemonstratetheapproachesoftwodifferentschoolstoanalysingandusingtheirInCASdatatoplanlearningandteaching.Theycanbeviewedonwww.nicurriculum.org.uk
Please note:TheschoolsfeaturedinthevideocasestudiesaresharinghowtheycurrentlyusetheInCASdata.Each school is encouragedbytheDepartmentofEducationandCCEAto choose the aspects of the available feedbackthattheywillfindmost usefulintheirownsituation.
Thisschool’sin-depthanalysisofInCASdatafocusedonthePupil Scores Tables.
Theyexaminedalltheassessmentoutcomesandfoundthatthecomparisonbetweenthestatutoryandtheoptionalassessmentswasveryuseful,inparticularDeveloped Ability.
ThefirstcasestudyfromthisschoolhighlightshoweffectiveanalysisanduseofInCASfeedbackdata(inparticular Age Comparison Charts)caninformtheplanningoflearning and teaching aswell as school development planningatclass,yeargroupandwholeschoollevel.
ThesecondcasestudyfromthisschoolillustrateshowtheteachingstaffpreviouslysetupanInCASTrackingFormforeachpupilandwhiletheycontinuedtouseitintheautumnof2010,theyalsoadaptedatablewhichallowedthemtogroup pupils in a class.
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Diagnosing and Remediating Literacy and Mathematical Problems: Using InCAS Software (CEM)
Please note:WhilethesebookletshavebeensuppliedtoschoolsbyCCEAandareavailableonwww.nicurriculum.org.ukthecontentsarethepropertyofCEMandsuggestionscontainedwithinarebasedontheirresearch.
ForyourinformationDiagnosing and Remediating Literacy Problems: Using InCAS Software (CEM)containssectionson:
• Introduction;• HowDoWeRead?;• LearningtoRead;• ProblemswithLiteracyAcquisition;• TheDiagnosisofDyslexia;• InCASProfilesandImplicationsforReading,WritingandSpellingProblems;• ExamplesofAge-EquivalentReadingandSpelling(seepage67ofthisguidance);• HowInCASWorks;and• FurtherInformation.
ForyourinformationDiagnosing and Remediating Mathematical Problems: Using InCAS Software (CEM)containssectionson:
• IdentifyingMathematicalDifficultiesandProvidingHelp;• Introduction;• DefiningMathsDifficulties;• ReasonsforMathsDifficulties;• LearningtoCount;• EarlyArithmetic;• TheMemoryConnection;• InsidetheBrain:TheoriesofDyscalculia;• ExamplesofAge-EquivalentMathematics(seepage69ofthisguidance);and• FurtherInformation.
Please note:WhenreviewingthesedocumentsschoolsmayfindithelpfultobeawarethatthefollowingsymbolsindicateCEMsuggestionsforstrategieswhichmayhelppupils.
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InCAS Feedback Guidance 2010 (CEM)
ThisguidancefromCEMexplainsthetypesoffeedbackavailableandhowtoaccessitfromtheInCAS+securewebsite.
Using InCAS Reading and Spelling OutcomesExamples of What Reading and Spelling Outcomes Represent
Please note:TheinformationbelowisanexcerptfromDiagnosing & Remediating Literacy Problems: Using InCAS SoftwarebyPeterTymmsandChristineMerrell(CEM).
InCASprovidesage-equivalent‘outcomes’forreadingandspelling.These‘outcomes’areusefulformakingcomparisonsagainstexpectedattainmentandbetweenmodulestoestablishareasofstrengthandareasforimprovement.Thedescriptorsbelowaddtothatinformationbyshowingexamplesofthedifficultyofcomprehensionpassagesandspellingsfordifferentage-equivalent‘outcomes’.
Age 5 Text Comprehension Thecatsatinfrontofthefire.Itwasablackcatwithgreeneyes.Itfeltwarmandsleepy.Justthenamouseranpast.Thecatsawthemouseandranafterit.Themouseranintoalittleholeandthecatwentbacktothefireandfellasleep.Ithadadreamthatlotsofmicewererunningacrossthefloornexttoitspaws.SpellingThismoduleisnotrecommendedforchildrenbelowage6years.
Age 7 Text Comprehension Thechildrenweregettingfedupwithwaitingfortheraintostop.Theywantedtogooutsideandplaywiththeirnewball.Theywatchedoutofthewindowandaftersometimetherainstoppedandthesunstartedtoshine.Thepuddlesdriedandtheywentouttoplayfootball.Jip,thepuppy,ranaftertheballandtriedtoholditinhismouthbutitwastoobig.Spelling Childrenwithage-equivalent‘outcomes’of7yearswereabletospellwordswithregularspellingssuchas‘wash’and‘jumper’.
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Age 9 Text ComprehensionWearepeoplewhoselivesareruledbysheep,bytheseasons,andaboveallbythemountains.Wemakecheesehere,sheep’scheese.Youwon’tfindabettercheeseanywhereandthat’sapromise.Almostallthefamiliesinourvillageownaflockofsheepwhichtheygrazeinthefieldsaroundthevillage.Whenthesnowscleartheytakethemupintothemountainstotheareasofsweetsummergrass.Laterintheyear,villagersweavethesheep’swoolintohigh-qualitycloth,whichissoldathighprices.Spelling Childrenwithanage-equivalent‘outcome’of9yearswereabletospellwordssuchas‘bread’and‘seat’.
Age 11 Text Comprehension Oneday,OswaldLoonwassittinginhiscabin,andmumblingtohimselfasusual,scratchinghishead,andintricatelyweavingabasketinwhichhecouldcarryhisfish(forweavingandfishingweretwothingsthathecoulddo);whenascrapofpaperwaspokedthroughacrackinhisdoor.OswaldLoonsatandstared,perplexedandpuzzled.Whowoulddothat?Aftermuchthought(ifthatisthecorrectwordforhismentalprocessing)andmorescratchingofhisheadherosefromthetableandtask,directedhisstepstothedoor,pluckedthepaperfromthecrack,unfoldeditandreadit.Spelling Childrenwithage-equivalent‘outcomes’of11yearswereabletospellsuchwordas‘taught’and‘infection’.
Using the InCAS General Maths OutcomesCEMhaveprovidedthefollowinginformationtoassistteacherstounderstandthecontentsoftheGeneralMathsmodules:Number1,Number2,MSSandData.
CEM Definitions of the InCAS General Maths Modules
TheGeneralMathsassessmentproducesaGeneralMathsage-equivalentoutcome.WherepossibleInCASwillalsoprovideadditionaloutcomesfor:
• Number 1 -includescounting,informalarithmetic,partitioningandplacevalue,fractionsanddecimals;
• Number 2 -includessorting,patterns,formalarithmetic,problemsolving,andalgebra;
• Data(HandlingData);and• MSS(Measures,ShapeandSpace).
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Examples of What Age-Equivalent Mathematics Outcomes Represent
Please note:TheinformationbelowisanexcerptfromDiagnosing & Remediating Mathematical Problems: Using InCAS SoftwarebyPeterTymmsandChristineMerrell(CEM).
Age 5 Number•Informaladditionusingsingledigitnumbers:Herearefourrockets.Ifyouputanotherthreerocketsinthepicturehowmanywouldtherebe?
•PlacingsingleArabicdigitsinthecorrectorder:Whichoftheseisthelargestnumber?
Measures, Shape and Space•Comparisonofcontinuousquantities:Whichbottlewillholdtheleastwater?•Identificationof2-Dshapes:Canyouclickonthesquare?•Simplemeasurementusinganintegerscale:Whatisthetemperatureonthethermometer?
Handling Data•Simpleinterpretationofdatapresentedinapictogram:Lookatthischartofsomechildren’sfavouritekindsoffruit.Whatkindsoffruitdothechildrenlikebest?
Age 7 Number•Subtractionfactsuptotwenty:Whatis6lessthan15?•Formaladditionofthreedigitnumberswithoutcarrying:105+302=•Simpleinformalfractions:Whatishalfofsix?Measures, Shape and Space•SimpleCartesiancoordinates:Thisisagameboard.Whichobjectislocatedat(2,D)?
•Recogniseobjectswithplanesymmetry:Whichoftheseshapesissymmetrical?
Handling Data•Locationofdatainatable:Herearetheheightsandweightsofsomechildren.
Whoistheshortest?•Extractionofdatapresentedinabarchart:CentralSchoolhadabottlecollection.Childrenineachclassbroughtemptybottlestoschool.Theheadteachermadeabargraphofthenumberofbottlesfromfiveclasses.Whichclasscollected45bottles?
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Age 9 Number•Simplewordproblemsinvolvingfractions:Acakewascutinto8piecesofequalsize.Johnate3piecesofthecake.WhatfractionofthecakedidJohneat?
•Simplepercentages:Whatis50%of30?•Simpleinequalities:Whichnumbercouldyouusetomakethenumbersentencetrue?4x?<17
Measures, Shape and Space•Classificationof3-Dshapes:Whichofthesesolidshasbothaflatandacurvedsurface?
•Anglesofrotation:Whichshapeshowstriangle1turnedclockwisethroughonerightangle?
Handling Data•Manipulationofdata:Herearetheheightsandweightsofsomechildren.Iftheheightischangedtocentimetres,howtallisJasmine?
Age 11 Number•Formalsubtractionofmulti-digitintegers:6000–2369=•Understandingoftherelationshipbetweendecimalfractionsandpercentages:Whatis10%of3.7?
•Wordproblemsinvolvingfractions:Mariouses5tomatoestomakehalfalitreoftomatosauce.Howmuchsaucecanhemakefrom15tomatoes?
Measures, Shape and Space•Propertiesof2-Dshapes:Whichshapehasthelongestperimeter?•Describingangles:Whichangleisobtuse?
Handling Data•Manipulationofdata:ThistableshowsthetemperatureindegreesCentigradeonfouroccasionsonfourdays.ByhowmuchdidthetemperaturedropbetweenWednesdayafternoonandWednesdaynight?
•Simpleprobability:Ninecountersnumbered1to9areplacedinajarandmixed.IfMadeleinedrawsonecounterfromthejarwithoutlooking,whatistheprobabilitythatitisacounterwithanevennumber?
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CCEA Definitions of the InCAS General Maths ModulesThroughevaluation,schoolsrequestedmoreinformationabouttheparticularaspectsofMathematicsandNumeracyintheNorthernIrelandCurriculumthatareassessedinthemoduleswithinInCASGeneralMaths.
Thisinformationisprovidedbelowanditmaybeusedby,forexample:• Teachers and Special Educational Needs Co-ordinatorswhensettingtargetsforthe
learningandteachingofindividualpupils;• Teacherswhenreviewingtheprogressofthewholeclassandpreparingworkfor
groupsofpupils;• Key Stage and Numeracy Co-ordinatorswhenanalysingtheperformanceofwhole
classes,yeargroupsandkeystages;and• Senior Managerswhenconsideringareasforinclusionintheschooldevelopment
plan.
Key Points
1. InCASquestionsarechosenbasedonthepupil’sageandthenontheiranswers.Thismeansthat,forexample,aKeyStage1pupilworkingwellbeyondtheiragemayviewquestionsnormallyassociatedwithKeyStage2.
2. GeneralMathslastsnolongerthan20minutesanditisnotpossibletoassesseveryaspectofMathematicsandNumeracyintheNorthernIrelandCurriculumwithinthisshorttime.
3. NotallaspectsoftheNorthernIrelandCurriculumcanbeassessedeffectivelyonthecomputer.
4. SeveralaspectsofNumberwithinMathematicsandNumeracyintheNorthernIreland
CurriculumareassessedintheInCASMentalArithmeticassessment,whichisoptionalandneedonlybecompletedifaschoolchoosestodoso.
InCAS General Maths – Number 1
ThismoduleincludesquestionsassessingthefollowingaspectsofNumberwithinMathematicsandNumeracyintheNorthernIrelandCurriculum:
Key Stage 1
Understanding Number and Number Notation• Count,read,writeandorderwholenumbers,initiallyto10,progressingtoatleast1000.
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• Understandthattheplaceofthedigitindicatesitsvalue.• Recogniseandusesimpleeverydayfractions.
Patterns, Relationships and Sequences in Number• Explorepatternsinnumbertables.
Operations and their Applications• Understandtheoperationsofaddition,subtraction,multiplicationanddivision(without
remainders)andusethemtosolveproblems.
Money• Addandsubtractmoneyupto£10,usetheconventionalwayofrecordingmoney,and
usetheseskillstosolveproblems.
Key Stage 2
Understanding Number and Number Notation• Count,read,writeandorderwholenumbers.• Developanunderstandingofplacevaluetoincludeuptotwodecimalsplaces,usethis
tomultiplyanddividenumbersby10or100.• Estimateandapproximatetogainanindicationofthesizeofasolutiontoacalculation
orproblem.• Understandandusevulgarfractions,decimalfractionsandpercentagesandexplore
therelationshipsbetweenthem.• Understandandusenegativenumbersincontext.
Patterns, Relationships and Sequences in Number• Interpret,generaliseandusesimplerelationshipsexpressedinnumerical,spatialand
practicalsituations,understandandusesimplefunctionmachines.
Operations and their Applications• Engageinarangeofactivitiestodevelopunderstandingofthefouroperationsof
number,appreciatetheuseofbrackets,addandsubtractwithuptotwodecimalplaces,multiplyanddividedecimalsbywholenumbers,usetheseoperationstosolveproblems.
Money• Usethefouroperationstosolveproblemsinvolvingmoney.
InCAS General Maths – Number 2
ThismoduleincludesquestionsassessingthefollowingaspectsofNumberwithinMathematicsandNumeracyintheNorthernIrelandCurriculum:
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Key Stage 1
Understanding Number and Number Notation• Count,read,writeandorderwholenumbers,initiallyto10,progressingtoatleast1000.• Makeasensibleestimateofasmallnumberofobjectsandbegintoapproximatetothe
nearest10or100.
Patterns, Relationships and Sequences in Number• Copy,continueanddeviserepeatingpatterns.• Understandthecommutativepropertyofadditionandtherelationshipbetween
additionandsubtraction.• Understandtheuseofasymboltostandforanunknownnumber.• Understandandusesimplefunctionmachines.
Operations and their Applications• Understandtheoperationsofaddition,subtraction,multiplicationanddivision(without
remainders)andusethemtosolveproblems.• Knowadditionandsubtractionfactsto20andthemajorityofmultiplicationfactsupto
10X10.
Key Stage 2
Understanding Number and Number Notation• Count,read,writeandorderwholenumbers.• Developanunderstandingofplacevaluetoincludeuptotwodecimalsplaces,usethis
tomultiplyanddividenumbersby10or100.• Estimateandapproximatetogainanindicationofthesizeofasolutiontoacalculation
orproblem.• Understandandusevulgarfractions,decimalfractionsandpercentagesandexplore
therelationshipbetweenthem.
Patterns, Relationships and Sequences in Number• Exploreandpredictpatternsandsequencesofwholenumbers,followanddeviserules
forgeneratingsequences.• Understandandusemultiplesandfactorsandthetermsprime,squareandcube,
appreciateinverseoperations.• Interpret,generaliseandusesimplerelationshipsexpressedinnumerical,spatialand
practicalsituations,understandandusesimplefunctionmachines.• Understandthatalettercanstandforanunknownnumber.
Operations and Applications• Engageinarangeofactivitiestodevelopunderstandingofthefouroperationsof
number,appreciatetheuseofbrackets,addandsubtractwithuptotwodecimalplaces,multiplyanddividedecimalsbywholenumbers,usetheseoperationstosolveproblems.
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InCAS General Maths – MSS
ThismoduleincludesquestionsassessingthefollowingaspectsofMeasuresandShapeandSpacewithinMathematicsandNumeracyintheNorthernIrelandCurriculum:
Key Stage 1
Measures• Understandandusethelanguageassociatedwithlength,weight,capacity,areaand
time.• Knowandusethemostcommonlyusedunitstomeasureinpurposefulcontexts.• Chooseandusesimplemeasuringinstruments,readingandinterpretingthemwith
reasonableaccuracy.• Sequenceeverydayevents;knowthedaysoftheweek,monthsoftheyearandseasons;
explorecalendarpatterns.• Recognisetimesontheanalogueclockanddigitaldisplays.
Shape and Space
Exploration of Shape• Sort2-Dand3-Dshapesindifferentways.• Nameanddescribe2-Dand3-Dshapes.• Recognisereflectivesymmetry.
Position, Movement and Direction• Useprepositionstostateposition.
Key Stage 2
Measures• Developskillsinestimationoflength,weight,volume/capacity,timeareaand
temperature.• Appreciateimportantideasaboutmeasurementincludingthecontinuousnatureof
measurementandtheneedforappropriateaccuracy.• Understandtherelationshipbetweenunitsandconvertonemetricunittoanother,use
thefouroperationstosolveproblems.• Calculateperimeterandtheareasandvolumesofsimpleshapes.• Understandandusescaleinthecontextofsimplemapsanddrawings.• Recognisetimesontheanalogueanddigitalclocksandunderstandtherelationship
betweenthe12and24hourclocks,usetimetables.
Shape and Space
Exploration of Shape• Constructarangeofregularandirregular2-Dshapes,classifythesethrough
examinationofanglesandsides,recogniselineandrotationalsymmetry,reflectshapes
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inaline,exploretessellations,nameanddescribecommon2-Dshapes,begintounderstandcongruencein2-Dshapes.
• Construct3-Dshapes,investigatethenumberoffaces,edgesandverticesontheseshapes,nameanddescribecommon3-Dshapes,exploretherelationshipbetween2-Dand3-Dshapes.
Position, Movement and Direction• Understandthenotionofangleinthecontextofturning,recogniserightangles,
understandclockwiseandanti-clockwise,knowtheeightpointsofthecompass,useLogotounderstandmovementandturning,beintroducedtoaprogramminglanguageanduseittocreatepicturesandpatternsandtogenerateshapes.
InCAS General Maths – Data
ThismoduleincludesquestionsassessingthefollowingaspectsofHandlingDatawithinMathematicsandNumeracyintheNorthernIrelandCurriculum:
Key Stage 1
Handling Data
Collecting,RepresentingandInterpretingData• SortandclassifyobjectsforoneortwocriteriaandrepresentresultsusingVenn,Carroll
andTreediagrams.• Discussandinterpretthedata.• Extractinformationfromarangeofcharts,diagramsandtables.
Key Stage 2
Handling Data
Collecting, Representing and Interpreting Data• Interpretawiderangeoftables,lists,graphsanddiagrams,createandinterpret
frequencytables,includingthoseforgroupeddata.• Designanduseadatacollectionsheet,interprettheresults,enterinformationina
databaseorspreadsheet,andinterrogateandinterprettheresults.
Introduction to Probability• Becomefamiliarwithandusethelanguageofprobability.• Understandpossibleoutcomesofsimplerandomevents,understandthatthereisa
degreeofuncertaintyabouttheoutcomeofsomeeventswhileothersarecertainorimpossible.
• Placeeventsinorderof‘likelihood.’
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Guidance for Sharing InCAS Outcomes with ParentsWhenspeakingtoparents/guardiansitisimportanttoemphasisthepurposeoftheInCASassessments.
Key Points
InCASisoneofmanyassessmentsthattakeplaceinaclassroomthroughouttheyearandhasbeendesignedto:• beanintegralpartofthewidereffortsinNorthernIrelandtoraiseoutcomesinliteracy
andnumeracyforallyoungpeople;• supportschoolsinidentifyingpupils’strengthsandareasforimprovement;• assistteachersastheyplanandsettargetsforapupil’slearning;and• helpteacherstoidentifywaysthatparents/guardianscansupporttheirchild’slearning
athome.
Please note:InCASisnotforcomparingpupils,norforschoolstouseforanypurposerelatedtothetransferofpupilsfromprimarytopost-primaryschool.
Group Parent Meetings
Someschoolshavefounditusefultoarrangeagroupmeetingearlyintheautumntermforalltheparents/guardiansinoneclassoryeargroup.Thisallowsthemtowelcomenewparents/guardiansandtosettheschoolyearincontextforthem.Duringthismeeting,timemayalsobesetasidetointroduceInCAS,particularlytotheparents/guardiansofYear4pupilswhomaybeunfamiliarwithit.
TosupportteachersCCEAhasdevelopedanaudiovisualpresentationInCAS and Your Child whichteacherscanchoosetouseiftheythinkitmightbehelpful.
InCAS and Your Child Video Presentation
ThisshortvideowithanimationwasdesignedtoexplainInCASassessmentstoparents/guardiansandispresentedbyChristineMerrellandStephenAlbone(CEM).
Itlastsforabout2½minutesandprovidesananimatedexplanationofhowInCASworks.
JustliketheInky Pupil Demositcanbepausedandrewoundtoreinforceinformation.
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Using the Inky Pupil Demo with Parents
SchoolshavealsofounditusefultousetheInky Pupil Demos withparents/guardiansastheyofferagentleintroductiontotheassessments.Theyalsoprovideaclearexplanationoftheinstructionsthatpupilswillberequiredtofollowwhencompletingtheassessments.
Written Feedback for Parents
Itmayalsobehelpfultoshowparents/guardiansanexampleofthewrittenfeedbackthatyourschoolintendstoprovide.Thismayreducerepeatedexplanationsatindividualparentmeetingslaterintheautumnterm.
Parent Leaflets
CCEAwillprovideschoolswithcopiesofA Parents’ Guide to InCAS orTreoir do Thuismitheoirí ar InCASfordistributiontotheparents/guardiansofeachYear4pupil.
Please note:Alloftheseresourcesareavailableonwww.nicurriculum.org.uk.
Statutory Parent Meetings (Autumn Term)
Schoolsarerequiredtoprovideparents/guardianswiththe InCAS outcomes for Reading and General Maths in writingduringtheautumnterm.Theoutcomesshouldbediscussedattheparentmeeting.Thiswillallowtheteachertosettheminaneducationalcontextandtoexplaintoparentstheirchild’sstrengthsandanyareasforimprovement.
Itisanticipatedthatteacherswillusethistimetohelpparents/guardiansunderstandwhattheycandotosupporttheirchild’slearning.
Please note:Schoolsshouldcheck the latest information provided by the Department of Educationoutliningtherequirementsforassessmentandreportingtoparents/guardians.
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Appendix 1: InCAS and Annual Report: Resources Box
InOctober2009eachprimary,IrishMedium,specialschoolandunitinNorthernIrelandreceivedatleastone InCAS & Annual Report: Resources Box.
Itishopedthatschoolswillusethisresourcesboxasa‘stafflibrary’,andthatnewmaterialswillbeaddedandoutofdateonesremovedasappropriate.
ThereisaResources Box Contents List onthewebsitetoassistschoolstokeeptheirResources Box uptodate.
Please note:Noadditionalcopiesoftheseresourcesareavailableinhardcopybuttheycanbedownloadedfromwww.nicurriculum.org.uk
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Appendix 2: ‘At a Glance’ Guide to InCAS Assessments
BeforeusinganyoftheInCASassessmentsyoumayfinditusefultoviewthesummarybelow.Inparticularitmayhelpyoutodecidewhetherornotanoptionalassessmentissuitableforthepupil/pupilsinquestion.
Assessment Modules Voiceover Available in Irish
Age- Equivalent Outcomes Available
Standardised Outcomes Available
Reading Yes Yes Yes
Word Recognition
Yes Yes
Word Decoding Yes YesComprehension No Yes*
General Maths Yes Yes Yes YesNumber 1Number 2
DataMSS
Mental Arithmetic Yes Yes YesAddition No YesSubtraction No Yes*Multiplication No Yes*Division No Yes*
Spelling Yes Yes Yes NoDeveloped Ability No Yes Yes
Picture Vocabulary
Yes Yes
Yes*Non-Verbal NoAttitudes* Yes Yes No No
∞Completing the Attitudes assessment produces outcomes for Attitude to Reading, Maths and School. These outcomes are on a scale from 1-5 (5 being the most positive).*Age-equivalent outcomes will be produced only when a pupil has completed this module. For more information please refer to page 47.
Teachersmayalsofinditusefultoviewsamplequestionsfromeachassessmentandmodulein the Browse AssessmentsoptionwithintheAdminMenu.
Please note:ThequestionsinsideBrowse Assessmentsshouldnot be used to prepare pupilsatanytime.The Inky Pupil Demoshavebeendesignedforthispurpose.
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Appendix 3: Tips for Teachers Using InCAS
1. Check your pupil details-Beforecompletinganyassessmentscheckyourclassdetailsonthepasswordlistthatyouhavebeengiven.IfthereareanyerrorspleasereportthesetothepersoninyourschoolwhoisresponsibleforsettinguptheInCASassessments.
2. Check your software-MakesurethatallthelaptopsandcomputersthatyouplantousetoassessyourpupilshavebeenconnecteddirectlyintotheC2ksystemusinganetworkcable.Thisallowsthelatestsoftwaretobeinstalled.
3. Check your equipment-Checkthatthesoundisworkingonallthecomputers/laptopsthatyouareplanningtouse,thatalllaptopbatteriesarefullycharged,thatyouhavesufficientworkingheadphones/miceandthatthesearepluggedinfirmly.
4. Consider your resources-Itisespeciallyimportantifyouareusing‘wireless’laptopstoensurethattheyareset-upproperlyandpositionedwithinrangeofyourwirelessnetwork.AllC2kcomputersandlaptopscanbeusedtoconductInCASassessments.(Rememberthattheoptimumscreenresolution(tomaximisescreendisplaysize)forusingInCASis800x600.
5. Consider the assessments-Timetabletheassessmentstoallow30minutesforeachone.Itisnotrecommendedthatpupilscompletemorethanoneassessmentperday.IfyouwouldliketouseanyoftheoptionalInCASassessmentsrememberthatthesearefreeandcanbecompletedatanytime,butshouldbeusedearlyenoughintheschoolyeartoinformlearningandteaching.
6. Prepare the parents/guardians-IfyouareaYear4teacher,sendacopyofA Parents’ Guide to InCASorTreoir do Thuismitheoirí ar InCAS hometoparents/guardiansbeforebeginningtheassessments.AtgroupparentmeetingsyoucanusetheInCAS and Your ChildaudiovisualpresentationortheInky Pupil Demos tointroducetheassessmentsinarelaxedway.Theseresourcesareavailablefromwww.nicurriculum.org.uk
7. Prepare your pupils-Pupilsshouldbefamiliarwiththecomputer/laptopthattheywillbeusingfortheassessments.InadditionitisessentialthatpupilsunderstandtheassessmentstheywillbecompletingandhavehadanopportunitytoviewtheInky Pupil Demoaspartofaclassintroduction.
ForfurtherinformationaboutsupportingpupilswithspecialeducationalneedspleaserefertotheInCAS Special Educational Needs: Guidance for Teachers.YoumayalsofinditusefultousetheInky’s Key Messages Snap Cards andtheInky’s Reminders Poster.AlloftheseresourcesareavailableinbothEnglishandIrishfromwww.nicurriculum.org.uk
8. Support your pupils-PupilscanbegivenapencilandpapertocompletetheGeneralMathsassessmentbutarenotallowedtousecalculatorsornumberlines.DuringMentalArithmeticpupilsshould nothaveaccesstoapencilandpaper.Pupilswhohave
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designatedclassroomassistantscanbesupportedasusuale.g.keptontaskbutnotprovidedwithanyanswers.
Please note: Pupilsshouldnotbeallowedtocompleteassessmentsforasecondtimeunlesstheyhavebeendisadvantaged,forexamplebybeinginterruptedbyafirealarm.
9. Access the outcomes-Allow48hoursbetweensendingyourassessmentsformarkingandaccessingtheoutcomes.Itisrecommendedthatteachersallowthemselvesaperiodoftimetounderstandtheirpupiloutcomesfullybeforesharingthemwithparents/guardians.
10. Use the outcomes-CheckthelatestrequirementsfromtheDepartmentofEducationaboutreportingtoparents/guardiansandthenprintouttherelevantchartsortablesfromtheInCAS+securewebsite.ShareReadingandGeneralMathsoutcomeswithparents/guardiansbeforetheendoftheautumnterm.Usealltheoutcomestosupporttheplanningofyourlearningandteaching.
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Appendix 4: Guidance for Classroom Assistants Supporting Pupils to Complete InCAS Assessments
Classroomassistantsareoftenuniquelyplacedtousetheirknowledgeofpupilstomotivateandencouragethem.However,itisimportantforteacherstoemphasisethatsupportingpupilswhiletheyarecompletingtheInCASassessmentsisacontinuationofthegoodpracticealreadycarriedoutintheclassroom.
Classroomassistantsshould:• focusontheindividualneedsofthepupil;and• takeaccountoftheirusualmethodsofworkingintheclassroom.
Theyshould not:• giveanunfairadvantageoverotherpupils;or• offerhelpwhichreducesthereliabilityorvalidityoftheoutcomes.
Aneffectiveclassroomassistantwill:
Stimulate interest Motivatethepupilbyknowingwhattheyenjoy.Understand the assessments UnderstandthesoftwareandInkytoequipthemto
provideanyinformationthatthepupilneeds.Plan ahead Minimisethechallengesthatthepupilmayface.Prepare Reducethepupil’sstressandanxietyallowingthemto
performaswellaspossible.Observe Monitorthepupilthroughouttheassessmentnotjustat
thebeginningandend.Reward Encouragethepupiltodotheirbestandtocomplete
theirassessments.Task manage Ensurethatthepupilstaysontask.Begentlebutfirm.Support Offerguidancebutnotgivethepupiltheanswers.
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Appendix 5: Checklist for a Classroom Assistant Supporting a Pupil to Complete InCAS
Belowisachecklistthatclassroomassistantsmayfindhelpfultoconsiderbeforethepupiltheyareresponsibleforbeginsanassessment.
Consult with the class teacher and support teacher, if applicable.
Checkthatthepupilunderstandsthatthisisnota‘computergame.’
Decidewhetherthepupilshoulduseamouse/touchpadandalaptop/PCorWhiteboard.
Ensurethatthepupilhasbeenwellpreparedandisasconfidentaspossibleusingthecomputer.
Givethepupilssomeindicationofthedurationoftheassessments.
Checkthatthesoundisworkingonthecomputer/laptop.
Makesurethattheheadphones,table,chairandmonitoraresuitableforthepupil.
Ensurethatthepupilknowswhentoexpectsoundandwhennotto.
Checkthattheyareawareofappropriatestrategies(needtolistencarefully,thinkandthenrespond.
Don’texpectthepupiltocompletealltheassessmentsonthesameday.
Makesurethatwhenthepupilfinishesthattheyreceivepositivefeedback/ameaningfulreward.
Oncefinishedallowthepupiltorest,relaxanddosomeinformalactivities.
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Appendix 6: Examining Class Outcomes in More Detail Using the Age Comparison Charts
TeacherscanuseAgeComparisonChartstoexaminetheirclassoutcomesingreaterdetail.TheexamplebelowshowstheGeneralMathsmoduleoutcomesforaclass.
FromthischartwecanseethatmuchlessdifferentiationisneededwhenteachingthisclassData(HandlingData)thanforMSS(Measures,ShapeandSpace).WecanalsoseethatingeneraltermstheskillsrequiredtocompletethequestionswithintheNumber1areaoftheassessmentappeartobelessconsolidatedthanthoseforNumber2.
Thisinformationcouldbeusedbytheclassteachertoinformtheplanningoftheteachingandlearningofthisclassastheymoveforward.
Using InCAS in Northern Ireland
InCAS
School : 1234567Assessment :
Cohort :>General Maths ModulesClass Four
Mimi
Maya
Magnus
Lucy
Lucas
Katya
Jemima
Isabella
Hugo
Helen
Hani
Dariusz
Cosima
Chelsea
Caitlin
Brogan
Bessie
Bertie
Anusha
Annabel
Mimi
Maya
Magnus
Lucy
Lucas
Katya
Jemima
Isabella
Hugo
Helen
Hani
Dariusz
Cosima
Chelsea
Caitlin
Brogan
Bessie
Bertie
Anusha
Annabel
Mimi
Maya
Magnus
Lucy
LucasKatya
Jemima
Isabella
Hugo
Helen
Hani
Dariusz
CosimaChelsea
Caitlin
Brogan
Bessie
Bertie
AnushaAnnabel
Mimi
Maya
Magnus
Lucy
Lucas
Katya
Jemima
Isabella
Hugo
Helen
Hani
Dariusz
Cosima
Chelsea
Caitlin
Brogan
Bessie
Bertie
Anusha
Annabel
6
7
8
9
10
11
12
Assessment
Age
Equ
ival
ent S
core
(yea
rs)
ReferenceUpper LimitLower LimitDataMSSNumber1Number2
Number 1
Number 2
MSS
Data
NI 2011/12
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Appendix 7: Comparing Outcomes for All Pupils Using the Age Comparison Charts
SeniormanagersorsubjectcoordinatorscanuseAgeComparisonChartstocompareoutcomesataschoollevel.
TheexamplebelowshowstheGeneralMathsmoduleoutcomesforYear5,6and7pupils.WecanseethattheYear7classisweakerincomparisontowhatisexpectedfrompupilsinthisagegroupinNorthernIreland.Weknowthisbecausewiththeexceptionofonepupiltheirage-equivalentoutcomesarebelowthegreenreferenceline.However,aseniormangermightalsonotethatthisclasspresentstheleastchallengeintermsofdifferentiationbecausealloftheoutcomesaresocloselygrouped.
WecanalsoseethatYear6istheonlyclasswhichhasamedianpupilage-equivalentoutcomesittingonthegreenreferenceline.Thismeansthatthe‘middle’childinthisclassisperformingatthelevelthatwouldbeexpectedinNorthernIrelandfortheirage.
BychangingtheAssessmentoption(seepage55)itispossibletocomparetheperformanceoftheseyeargroupsintheindividualmodules.Thiscouldbeusedtoinformtargetsettingorschooldevelopmentplanning.
1. TheredhorizontallinesontheagecomparisonchartsrepresenttheupperandlowerlimitsoftherangeofoutcomesthatInCAScanprovide.Youwillseetheseredlinesifthepupilsshownhaveextremelyhighorlowage-equivalentoutcomes.
Using InCAS in Northern Ireland
InCASNI 2009/10
School : 1234567Assessment :
Cohort :GenMathsAll Pupils
Rhys
Matthew
Marcus
Liam
Iona
Daniel
Courteney
Cheyenne
Alice
Patrick
Neil
Harley
Elizabeth
CharlotteAshleigh
Amy
AimeeAdam
Mimi
Maya
Magnus
Lucy
Lucas
Katya
Jemima
Isabella
Hugo
Helen Hani
Dariusz
Cosima
Chelsea
Caitlin
Brogan
Bessie
Bertie
Anusha
Annabel
Toby Nicholas
Josephine
Isobel
Harriet
George
Axel
Asia
Annabelle
Andre
Terri
Taylor
Summer
Ryan
Rachel
Nicole
Megan
Lucy
Lewis
Lauren
Kyle
Jamie
Jake
Hannah
Georgia
EthanEmma
Chloe
Chantelle
Carys
Cameron
Brandon
Brandon
Bradley
Andrew
Alisha
Abbie
Zoe
Sydney Ryan
Pheobe
Louie
Lara-Mae
Kieran
Jasmine
Dale
Brooklyn
Brooke
BrandonAlexandra
Owen
Leonie
Jordan
Jasmine
Emily
Syra
Liam
Keaton
Joey
JodieEliza
beth
Dominic
Charlotte
3
4
5
6
7
8
9
10
11
12
8 9 10 11 12Age (Years)
Age
Equ
ival
ent S
core
(yea
rs)
ReferenceUpper LimitLower LimitY5Y6Y7
Year 5
Year 6
Year 7
1
NI 2011/12
89
Appendix 8: Inky’s Key Messages Snap Cards
87
Appendix 8: Inky’s Key Messages Snap Cards
“Hi! My name is Inky.”
“Hi! My name is Inky.”
Inky says“Well done!”
Inky says“Well done!”
Inky asks for help. Inky asks for help. Inky says “Don’t worry!”
Inky says “Don’t worry!”
Inky listens carefully.
Inky listens carefully. Inky reads slowly. Inky reads slowly.
Using InCAS in Northern Ireland
90
88
Inky thinks carefully. Inky thinks carefully.Inky can hear
clapping.Inky can hear
clapping.
Inky is ready to begin.
Inky is ready to begin.“Where is Inky????” “Where is Inky????”
Inky is having fun. Inky is having fun.Inky is finished. Inky is finished.
Using InCAS in Northern Ireland
91
Appendix 9: Inky’s Reminder Poster
Using InCAS in Northern Ireland
Check that when you enter your special password it is your name and the assessment that you are expecting that appears.
You will hear instructions as you go along.
Check that the volume is not too loud or too quiet because once you start the assessment you cannot change it again!
Assessments cannot be paused once they have begun.
You cannot answer the question until you have listened to it all. You will know you have heard it all when the arrows turn green.
If you want to listen to the question again, use the Again button.
When it is time to start the assessment for real you will hear – Get ready! Now try these. Remember, you won’t see any more smiley faces from here on.
It is really important to listen carefully, to concentrate, do your best and enjoy using the software.
92
Appendix 10: Inky’s Reminder Poster (Irish Medium)
Using InCAS in Northern Ireland
90
Appendix 10: Inky’s Reminders Poster (Irish Medium)
Nuair a chuireann tú isteach do phasfhocal speisialta, seiceáil gurb é d’ainm féin agus an measúnú ceart atá ann.
Cluinfidh tú treoracha eile agus tú ag dul ar aghaidh.
Seiceáil nach bhfuil an fhuaim ró-ard ná ró-íseal, mar ón uair amháin a thosaíonn tú ar an mheasúnú, ní bheidh tú ábalta an fhuaim a athrú arís.
Ni féidir measúnú a chur ar stad ón uair amháin a thosaíonn sé.
Cuimhnigh nach féidir leat an cheist a fhreagairt go n-éistfidh tú leis an cheist iomlán. Beidh a fhios agat gur chuala tú an cheist iomlán nuair a thiocfaidh dath glas ar na saigheada.
Másmaith leat éisteacht leis an cheist arís, bain úsáid as an chnaipe Arís.
Gheobhaidh tú ceisteanna cleachtaidh ar dtús agus nuair atá sé in am an measúnú fíor a dhéanamh, cluinfidh tú – Bí réidh! Bain triail astu seo anois. Cuimhnigh, ní fheicfidh tú aon aghaidh ag gáire as seo amach.
Tá sé iontach tábhachtach go n-éisteann tú agus go smaoiníonn tú go cúramach, go ndéanann tú do dhícheall agus go mbaineann tú sult as na bogearraí