Choosing An Assessment For Your school
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Choosing An Assessment For Your school
Chris Jellis and Peter Olsen
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What Makes a Good Assessment?
• Provides useful information to both teachers and managers
• Fits into the current assessment structure• Manageable (in terms of time and cost)• Trusted• Reliable• Valid
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Managing Assessment Data
• Provides useful information to both teachers and managers– In a format that is readily understandable
• Fits into the current assessment structure– Fits with other assessment data– School tracking system
• Manageable (in terms of time and cost)• Trusted
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Reliability
• What does it mean when we say that a test is “reliable”?
• A reliable test, if applied repeatedly to the same subject, will yield the same result each time
• Test-retest—same person takes test at two different times (and gets a similar result)
• Interrater—two people score the same test with similar scores
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Validity
• What does it mean when we say that a test is “valid”?
• Is your test measuring what you say you are measuring?• Face validity—common agreement• Content validity—degree to which it covers the range of
meanings• Criterion-related validity—extent to which it matches
outcomes of a similar, but different measure
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The Dartboard Analogy
Reliable (but not valid)
Valid (but not reliable)
Valid and reliable
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Just In Case You Ask…
• Validity– ASPECTS (September) to ASPECTS (June) = 0.68– ASPECTS (September) to PIPS (September) = 0.72– (GCSE to A-Level = approx. 0.7)
• Reliability– PIPS Test/retest reliability for reading and maths =
0.98
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So Why Use CEM Assessments?
• Based on sound educational research• Technical data available• Used by CEM for wider research projects• Ability to discuss assessments with specialists
who really understand what makes a good assessment
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Things To Consider
• What do I want to know?– Pupil ability, Progress
• What format do I need the results to be in?– Age scores, standardised scores
• When do I want to test?– Fixed periods, anytime
• Do I want to test every year?• How much will it cost me?
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Comparing InCAS and PIPS
• PIPS• Standardised scores are more difficult to
understand, but good for comparing children and groups
• InCAS• Age scores are clearer, but with no standard
deviation, it is difficult to tell what the range is
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InCAS can be diagnostic
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PIPS is good for value addedEn
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Lucy
Kalvinder
Jeremy
Ishmael
Gilbert
David
CharlieBethany
Adam
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25 30 35 40 45 50 55 60 65 70 75
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InCAS can show progress
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PIPS has IDEAS+ software
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Prior Value-added
Con
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Doing better than expected, however they are no longer as far ahead as they used to be
Doing better than expected and this may have been a consistent characteristic over time
Probably on track before, they have made excellent progress and have now moved
further ahead
Doing as well as expected. However, they have moved from a position where they were
ahead of similar children
On track and is probably a consistent characteristic over time
Probably underachieving before, however they have made excellent progress and are now on
track.
Probably on track before but has fallen behind and is now underachieving
Underachieving and this may have been a consistent characteristic over time
Probably underachieving before. They have made good progress but they still have some
catching up to do
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Year Tw o Year Three End Year Four Year Five End Year Six
Year Group
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Administration
• InCAS– Administer at any time of year– CD (installed on school network)– Group assessment– Feedback
• Within 24 hours
• PIPS– Fixed assessment periods– Pencil and paper or CD (installed on school
network)– Group assessment– Feedback
• Approx 6 weeks for pencil and paper• Quicker for CD
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So, which do you choose?
• To establish a baseline (particularly in the early years) and show progress - PIPS
• If the group is not average – InCAS• If you need diagnostic information – InCAS• Some schools do both
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Thank You For Your Time
Any Questions?