Using InCAS Assessments
Information Seminar for
Classroom Assistants
Anne Cromie and Diane Owens
August 2011
1
Learning Intentions
Classroom Assistants working with pupils who have special
educational needs (SEN) will:
• Understand their supportive role in the management of InCAS;
• Be aware of the range of assessments offered by InCAS;
• Complete the assessments from a pupil’s perspective;
• Consider the challenges which may be faced by pupils with SEN; and
• Share best practice.
2
Session 1
InCAS in Northern Ireland
3
What is InCAS?
Interactive Computerised Assessment System:
• is a computer-based diagnostic assessment which is adaptive;
• focuses on the pupil as an individual;
• selects the initial question based on the pupil’s age; and
• presents further questions in response to the pupil’s answers.
4
General Maths:
Example 1
Marina’s actual age is
7yrs 3m.
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.
     X
5yrs 4m
To give her a good
chance of getting
the first question
correct InCAS
chose a question
which is targeted
at a pupil younger
than her actual
age.
X
 X
X
 X
X
This is the age range
covered during this set of
questions.
10yrs
 X
7yrs 4m
 X
 X
 X
  X
9yrs 2m
     X
7yrs 6m
 X
7yrs 7m
X
8yrs 4m
X
 X
X
 X
X
This assessment
produced a General
Maths Age of 7yrs 9m
for Marina.
X
8yrs 2m
5
General Maths:
Example 2
 X
X
X
8yrs 6m
X
Robert was 11yrs
1m when he sat this
General Maths
assessment.
X
10yrs 4m
X
X
X
5yrs 6
6yrs 2m
  X
X
3yrs 1m
X
 X
This assessment
produced a General
Maths Age of 6yrs 2m
for Robert.
X
4yrs 11m
 
4yrs
 
X
X
X
X
6yrs
    X
4yrs 4m
X
 X
   X
8yrs 5m
6
Purpose of InCAS
InCAS:
• provides information at pupil, class and school level;
• highlights pupils’ strengths and areas for improvement so that
teachers can determine what pupils know and can do;
• can inform teacher planning and target setting; and
• provides age-related outcomes and diagnostic information to
facilitate personalised learning.
7
Statutory Assessments
What
Reading and General Maths InCAS should be completed
Who
By all pupils in Years 4, 5, 6 and 7 except for those with
severe learning difficulties (SLD)
When
During the autumn term
Where
In all schools across N.I
Parents
Written age-equivalent InCAS outcomes for Reading
and General Maths, set alongside the pupil’s
chronological age should be provided to parents before
the end of the autumn term
8
Scores Chart
Achievement
General Maths Modules
Ref: Information for Teachers-2009 p.31
9
Example Pupil Scores Table
10
InCAS Reading
Reading:
•
has 3 modules;
•
takes a maximum of 30 minutes;
•
has a continue button after each module; and
•
must be completed in one sitting.
Word Recognition and Word Decoding are completed
by all pupils.
Comprehension is:
•
selected based on the pupil’s performance in the
first 2 modules; and
•
not given to pupils who perform very poorly in either
or both of the first 2 modules.
11
InCAS General Maths
General Maths:
• has questions that are read
aloud;
• takes a maximum of 20 minutes;
and
• has no continue buttons
Please note: Pupils are allowed to
use pencil and paper during General
Maths but will get no marks for
anything that they write down.
It is important to keep pupils on task!
12
Session 2
Completing
Assessments
13
NI Curriculum Website
14
Inky Pupil Demo
All pupils should be given the opportunity to view the Inky Pupil demo
before they use InCAS.
Remember that:
• it can be paused at key points or rewound for emphasis;
• you do not have to watch the whole demo at once; and
• pupils can watch Inky as many times as is necessary.
Inky’s Reminders are also a useful resource.
Remember that they:
• appear at the end of each demo;
• can be controlled by clicking the mouse; and
• have no voice over.
15
Create an Assessment
1.
Using your own name, enter yourself as a pupil.
2.
Create the statutory assessments.
3.
Make a note of your passwords.
16
Supporting Pupils
Support for pupils should:
• focus on individual needs; and
• take account of usual methods of
working in the classroom.
Support for pupils should not:
• give them an unfair advantage over
other pupils; or
• offer help which reduces the
reliability or validity of the outcomes.
17
SEN Challenges Activity
While completing InCAS consider the following …
Sight, e.g. picture, colour, and layout
Sound, e.g. headphones, audio speed
Motor Skills, e.g. use of mouse
Attention, e.g. question length, environment
Content, e.g. style and format of questions
… and note any aspect that might
cause difficulties for pupils.
18
Complete a
Statutory Assessment
1.
Log-In using the password that you created earlier.
2.
Complete your assessment.
3.
Using the prompt sheet make notes on any aspect of the InCAS
assessment that you think might cause difficulties for pupils you
work with.
19
•
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.
•
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
20
using the software.
Optional InCAS
• Spelling;
• Mental Arithmetic (consists of addition, subtraction, multiplication
and division modules);
• Developed Ability (consists of picture vocabulary and non-verbal
ability modules); and
• Attitudes (consists of Attitude to Reading, Maths and to School – it
produces a score on a scale from 1-5 / negative to positive).
21
InCAS Spelling
22
InCAS
Mental Arithmetic
23
InCAS Developed Ability
Picture Vocabulary
24
InCAS Developed Ability
Non-Verbal
25
InCAS Attitudes
26
Session 3
Guidance for Using InCAS
with Pupils who have SEN
27
Checklist
Before Using InCAS
 Consult with the class teacher and support teachers.
 Make sure that no one is logged in using the ADMIN password.
 Check that pupils understand that this is not a ‘computer game.’
 Ensure that pupils have been well prepared and are as confident as
possible using the computer.
 Give the pupils some indication of the duration of the assessments.
 Check that the sound is working on all the computers/laptops.
 Make sure that the headphones, tables, chairs and monitors are
suitable for the pupils.
 Decide whether your pupil should use a mouse/ touch pad or a
laptop/PC/whiteboard.
28
Remember…
Pupils should not:
• use concrete materials or visual aids for General Maths;
• receive any help which would affect the reliability of the assessment;
• get up and leave before they are finished; or
• distract other pupils still working.
29
Using InCAS
When using InCAS ensure that pupils:
• tell you/or the teacher when they have completed an assessment;
• are aware of appropriate strategies (need to listen carefully, think
and then respond); and
• don’t have to complete all the assessments on one day.
After pupils finish it may be useful for them to:
• receive positive feedback/meaningful reward;
• be allowed to have a rest; and
• have the opportunity to do some informal activities.
30
Communication
and Interaction Difficulties
Possible strategies
•
Social story;
•
Understand the language on the computer screen; and
•
Practise with Inky to help them understand when to use these
commands.
Use available resources to minimise the pupil’s communication
and interaction difficulties.
31
Visual Impairment
Possible strategies
• Use a largest monitor available;
• LCD magnifier screen has been attached, where appropriate;
• Optimum screen size 800 x 600;
• Keyboard is removed;
• Cursor is adjusted so that it is larger with higher contrast; and
• Lighting is good and there is no glare.
Use available equipment to maximise the pupil’s residual vision.
32
Hearing Impairment
Possible Strategies
• Quiet room;
• Volume is at an appropriate level and pupils can discriminate the
recorded voice; and
• Access to a live speaker where appropriate.
Use available equipment to maximise the pupil’s residual hearing.
33
Physical Difficulties
Possible strategies
• Keep the pupil as comfortable and stable as possible;
• Register the pupil’s answer for them, where necessary;
• Remove unnecessary equipment to minimise the barriers;
• Maximise screen size including use of a whiteboard to facilitate eye
pointing; and
• Ensure equipment is correctly adjusted.
Use available equipment to minimise the pupil’s physical difficulties.
34
Medical Conditions
and Syndromes
Possible strategies
• Position to allow monitoring of the pupil’s face for any condition
where they become dazed, confused, lose consciousness or have a
seizure;
• Check blood glucose level for diabetic pupils;
• Have suitable chairs, desks and supports for pupils who have a
tremor or instability;
• Ensure that aids for concentration are available, such as a wobble
cushion, weighted jacket or other supports;
• Remove anything which may become a distraction, e.g. fidget supports.
Use equipment, support aids and appropriate medication to minimise
pupil difficulties.
35
:
Effective
classroom assistants…
timulate interest
Motivate pupils by knowing what they enjoy.
nderstand the task
Understand the software and Inky to equip you to provide
any information that pupils need.
lan ahead
Minimise the challenges that pupils may face.
repare
Reduce pupil stress and anxiety allowing them to perform
as well as possible.
bserve
Monitor pupils throughout the assessment not just at the
beginning and end.
eward
Encourage pupils to do their best and to complete their
assessments.
ask manage
Ensure pupils stay on task. Be gentle but firm.
upport
Offer guidance but don’t give pupils the answers.
36