Using Data to Inform LearningAlicia Mc Williams MSc BEd PGCE

Enrolment 1406

Intake of A to B2

Thornhill College

All Girls Grammar School

Suburbs of Derry City

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decisions about children’s learning requires the best possible information about what has been learned and what remains to be learned”Alastair Walker, Retired Head of Education Services at CCEA

best possible information

Use of all assessment information and comparative data to inform teaching and learning Assessment Policy Sept. 2006

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•To understand individual pupil potential and learning styles

•To inform teacher decision making and target setting

•Informs Senior Management

Use

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External Results

11+CATS

Key Stage 3

Baseline Data Record

CAT

Reason with and manipulate different types of symbols

Verbal

Quantitative

Non Verbal

Cats Year 10

Stanine

(Level)

Standard Age Score

Key Stage 3 Predicted Results

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V SAS

Q SAS

NV SAS

110 127 125

112 114 113

127 122 111

115 102 119

V Q N

6 9 8

7 7 7

9 8 6

7 5 8

E M S

6 7 7

6 7 6

6 7 6

6 7 6

Name

Pupil A

Pupil B

Pupil C

Pupil D

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Year 10

V Q NV

6 9 8

High levels of Non-Verbal

Highly verbal materials may overwhelm – may need help to improve reading and language development.

May achieve better with more diagrams, manipulation of objects or practical experiments

Target Setting

Individual Pupil Profiles

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Battery

Verbal

Quantitative

Non Verbal

Attempts

49

58

61

% Attempts

63%

100%

92%

Raw Score Total

29

41

46

% Correct

59%

71%

75%

SAS

83

101

103

35 88

Standard Age Scores with 90% Confidence Band

SAS 60 70 80 90 100 110 120 130 140

SAS 60 70 80 90 100 110 120 130 140

1 2 3 4 5 6 7 8 9

Stanine ranges and interpretation

2 & 3 Below

Average

7 & 8 Above

Average

4, 5 & 6 Average

1 Very Low

9 Very High

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Higher order problem solving, summarising, inferring and predicting.

Visual problems & notational systems.

Shape & space – charts, graphical data, map reading.

Pupil Profile - Distinct

Check number of attempts and percentage correct

Examine all relevant evidence

Practice detecting inconsistencies

High verbal and high non verbal SAS

Pupil ALow verbal and non verbal SAS

High non verbal and low verbal SAS

High verbal and low non verbal SAS

Diagnosis using Performance AnalysisU

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Likely to be good in English & History where verbal skills are to the fore

Active talkers, discussion work, writing work, word games, personalised essays

Need support in Science, technology or Geography with visual work such as interpreting diagrams.

Informed Teaching

See solutions to problems but lack well developed skills to communicate their solutions

Could become frustrated easily and develop behaviour problems

May be kinaesthetic learners

Planning or Illustrative Tool

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V 130

NV 102

V 102

NV 115

V 98

NV 115

Q near 98

V 98

NV 115

V 98

NV 115

Q near 115

Class 4

60708090

100110120130140150

60 70 80 90 100 110 120 130 140 150

Verbal

No

n V

erb

al

Identification of Learning NeedsClass 1

60

70

80

90

100

110

120

130

140

150

60 70 80 90 100 110 120 130 140 150

Verbal

No

n V

erb

al

Class 3

60708090

100110120130140150

60 70 80 90 100 110 120 130 140 150

Verbal

No

n V

erb

al

Class 2

60708090

100110120130140150

60 70 80 90 100 110 120 130 140 150

Verbal

No

n V

erb

al

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CAT Quantatitive Comparison of Intake '02 to '06

0

5

10

15

20

25

30

35

40

45

2 3 4 5 6 7 8 9

Quantatitive Stanine

Per

cen

tage

of

pu

pils

2002

2003

2004

2005

2006

CAT Verbal Comparison of Intake from '02 to '06

0

5

10

15

20

25

30

35

40

45

2 3 4 5 6 7 8 9

Verbal Stanine

Per

cen

tage

of

pu

pils

2002

2003

2004

2005

2006

CAT Non Verbal Comparison of Intake '02 to '06

0

5

10

15

20

25

30

35

2 3 4 5 6 7 8 9

Non Verbal Stanine

Per

cen

tage

of

pu

pils

2002

2003

2004

2005

2006

Comparison of Intake Verbal Quantitative Non-Verbal

Picture of ability over time

Monitor changes of Intake over time

Comparison of Stanines

05

10152025303540

2 3 4 5 6 7 8 9

2005 Stanines

Per

cen

tag

e o

f p

up

ils

Verbal

Quantitative

NonVerbal

Comparison of CAT Stanines

0

10

20

30

40

50

2 3 4 5 6 7 8 9

2006 Stanines

Perc

en

tag

e o

f p

up

ils

Verbal

Quantitative

NonVerbal

2005 2006

English KS3 Comparison of Predicted Levels with Actual

0

20

40

60

80

5 6 7

Level

Per

cen

tag

e o

f p

up

ils

Yr 8 Predicted

Yr 10 Predicted

Yr 10 Actual

KS 3 Maths Comparison of Predicted with Actual

0

10

20

3040

50

60

70

5 6 7 8

Level

Per

cen

tag

e o

f p

up

ils

Yr 8 Predicted

Yr 10 Predicted

Yr 10 Actual

Science Comparison of Predicted with Actual

01020304050607080

5 6 7 8

Level

Per

cen

tag

e o

f p

up

ils

Yr 8 Predicted

Yr 10 Predicted

Yr 10 Actual

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Comparison of Key Stage 3

CATS under-predicted in the higher levels in all Key Stage 3 Subjects

English Maths

Science

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Future Plans

Use Performance Analysis to:

Compare outcomes of actual GCSE results with CAT predicted results

Compare GCSE results with A Level results against NI Average

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Bibliography

‘Cognitive Abilities Test 3 Administration Manual’ Nfer Nelson

‘Getting the Best from CAT’ Nfer Nelson

Acknowledgements

With thanks to:

Mr Jack Gillen c2k

Mrs Lyn McCullagh c2k

Mr Michael Burns WELB

Mrs Catherine Loughrey WELB