using the primary systems: a head teacher’s perspective. dale cartwright merchiston castle school...
TRANSCRIPT
Using the primary systems: A Head Teacher’s perspective.
Dale CartwrightMerchiston Castle [email protected]
• Introduction
• How did we come to use InCAS?
• How do we use InCAS?
• What are the benefits?
• What are the challenges?
• What are our aims?
Introduction
• Me– not a Head Teacher…– oversee academic provision for our J4 – 3rd Form (P4 –
S1 equivalent)
• Merchiston Castle School– all boys, 70% boarding– age 8 to 18– total of 480, 100 sit InCAS assessments
How did we come to use InCAS?
• The demise of 5-14 – required a point of stability.
• HMIE (7 years ago) – how do we demonstrate progress?
• PIPS vs. InCAS – we required greater flexibility.
How do we use InCAS?
• To demonstrate year on year progress, but…
5
6
7
8
9
10
11
12
13
14
15
7 8 9 10 11 12 13
Ag
e E
qu
ival
ent S
core
Age
DevelopedAbility Cian Moore (24/03/1999)
7
8
9
10
11
12
13
14
7 8 9 10 11 12 13
Ag
e E
qu
ival
ent S
core
Age
GenMaths Cian Moore (24/03/1999)
How do we use InCAS?
• As a source of diagnostic data
– target setting– ASFL
How do we use InCAS?
• As a benchmark for performance in internal assessments.
How do we use InCAS?
• As part of our entrance procedure– how does the individual compare with the
current cohort?– does the diagnostic data hint at any
undisclosed issues?
• Reporting to parents instead of 5-14 levels, but…• As a replacement for SWST
How do we use InCAS?
• To help with transitions
What are the benefits?
• Adaptive questioning – limits frustration.
• Flexibility in timing of assessments.
• Zero marking.• Large amount of diagnostic data in addition to
standardised scores.• Standardisation enables valid comparisons – can
be an issue with 5-14 levels…
What are the challenges?
• Building confidence in the data– the move away from 5-14– comparisons with internal data– INSET
• Use of data in planning– differentiation?– improving literacy and numeracy standards
• How to evaluate classroom impact of data?
What are the challenges?
• “Point and click”– more of an issue with boys?
• Reporting to parents– confidence in progress over a one year period– how to explain if a learner’s standardised
scores decline?– feasible to go into statistics with parents?
• How best to deal with a mountain of data in a timely and effective manner?
What are the challenges?
• How can we explain “unexpected” data?– individual cases– whole year groups!
What are our aims?
• To improve the use of InCAS data in classroom planning– at transitions– throughout the year
• Evaluate the use of the data for target setting–does the next data set demonstrate progress
clearly?
What are our aims?
• Fine tune reporting–What do parents want?–What can we realistically give them?
• Improve our understanding of “unexpected” data–what does it tell us about our learners?–what should we be doing differently?
InCAS content
• Picture vocabulary• Non-verbal ability• Attitudes• Word recognition• Word decoding• Comprehension• Spelling• Mental arithmetic• General maths
DEVELOPED ABILITY
READING
How InCAS works
Easy Difficult
Age
1st Question