Using MidYIS to inform
Teaching & Learning
Objectives
to
gain understanding of reading MidYIS graphs
to share strategies for supporting individual pupils
Ideas for sharing MidYIS data with colleagues.
What does MidYIS test?
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Vocabulary
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Maths
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Measures speed and fluency rather than knowledge
Non-verbal
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Most culturally linked
Tests 3D visualisation, spatial aptitude, pattern recognition and logical
thinking
Skills
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Tests proof reading skills (SPG) and perceptual speed and awareness
(e.g. matching symbols under time pressure). Measures fluency and
speed necessary in exams and in the work place.
Explaining the Graph
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Nationally standardised
Mean value: 100
Each MidYIS band contains 25% i.e. Top 25% are
A, next 25% are B etc.
95% confidence within
error bars.
Interpreting the Graph
Significantly
high or low: no overlap with the mean score (100)
95% of pupils score between 70 and 130. Over 130 (only 2.5%
of pupils) are gifted and talented. Below 85 may suggest SEN.
Significant difference: no overlap between the error bars
Overall MidYIS score is
best predictor of KS3 and
GCSE grades
Interpreting the Graph cont.
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Even profiles (i.e overlapping error bars in all four
sections, and overlapping with their MidYIS score)
Uneven profiles (i.e. Pupils who have a significant
difference between their four scores)
Examples of Individual Pupil Profiles
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For each example:
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the information contained in the graph
the issues which may arise for this pupil in your subject
strategies you could employ to support that pupil (either
for the whole class or for that specific individual)
Student A
Strategies
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Word banks for each topic
Practice writing with words rather than symbols e.g.
To find the common denominator, first of all you ...
Discussion groups (although ensure pupils with low
vocabulary scores do not all congregate)
Wider reading
Visits/trips etc to enrich language and cultural
experience
Student B
Strategies
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May struggle to understand diagrams – use spoken
and written explanations, paired work or group
work to interpret.
THINKING SKILLS
Physical/practical/kinesthetic explanations may
help (e.g. modelling solar system with clay/string or
demonstrate distance between planets on football
pitch etc)
Use drama/active methods to demonstrate difficult
concepts
Student C
Strategies
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Pupil may seem more able than is the case, e.g.
‘talks a good talk’.
Allow paired work or group discussion to
communicate answers orally
Describe maths problems
Encourage leadership roles as well as
debates/T&L/drama
Support with scaffolding/writing frames etc
Student D
Analysis
A pupil like this may:
 struggle to proof read his
work, therefore achieve a
lower grade than he seems
capable of.
 struggle to interpret or
understand exam questions
 either work slowly with more
accuracy OR work quickly
with less accuracy – result is
similar ie lower test score than
expected
Strategies:
 allow extra time
 practice timing e.g. clock on
IWB
 use a range of question words
to develop ability to
understand instructions
 Develop proof reading
technique eg spotting common
errors
 consider further testing for
dyslexia
Student E
Strategies
In all lessons – not just English!!!
Students need to improve their Literacy Skills
Students need to be able to engage in lessons
despite their Literacy difficulties.
Sharing with Colleagues
SEN
Now the predictions
Monitoring Progress