Managing InCAS Assessments:
Information Seminar for
Assessment Coordinators
May/June 2010
1
Learning Intentions
Assessment Coordinators will understand:
• Current information from the Department of Education regarding
InCAS and reporting to parents;
• The 5 key processes involved in managing InCAS Assessments;
• The effective use of InCAS data;
• InCAS software developments and the updated CEM website;
• InCAS evaluation findings; and
• CCEA help and support.
Will have the opportunity to:
• Complete data analysis activities
• Share best practice.
2
Overview of the Day
10.00 am
11.00 am
11.15 am
12.45 pm
1.30 pm
2.30 pm
3.00 pm
InCAS in Northern Ireland
Coffee Break
Managing InCAS
- the key processes
Lunch
Managing InCAS (contd.)
InCAS evaluation & developments
CCEA help & support
Reporting to Parents
3
Introduction to 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
• presents further questions in response to the pupil’s
answers
Ref: Information for Teachers-2009 p.9
4
InCAS Assessments
Statutory InCAS Assessments –
1.
Reading
1.1 Word Recognition
1.2 Word Decoding
1.3 Comprehension
2.
General Maths
–
–
–
–
Number 1 (counting, informal arithmetic, partitioning & place
value, fractions and decimals)
Number 2 (sorting, patterns, formal arithmetic, problem
solving and algebra)
Data (Handling Data)
MSS (Measures, Shape and Space)
Ref: Information for Teachers-2009 p.13
5
InCAS Assessments
Optional InCAS Assessments –
• Spelling
• Mental Arithmetic (consists of addition, subtraction,
multiplication and division modules)
• Developed Ability (consists of picture vocabulary and
non-verbal ability modules)
• Attitudes (consists of Attitude to Reading, Maths and to
School – it produces a score on a scale from 1-5 /
negative to positive)
Ref: Information for Teachers-2009 p.13
6
InCAS Assessments
Irish Medium Assessments –
The Reading (Irish Medium) and Spelling (Irish Medium)
assessments have been developed specifically and
standardised with Irish Medium pupils.
The General Maths (Irish Medium) and Mental Arithmetic
(Irish Medium) assessments are translated and have been
standardised for all pupils.
All assessments available except Developed Ability
Ref: Information for Teachers-2009 p.13
7
InCAS Assessments in N.I.
2007-2008 2008-2009 2009-2010 Increase
%
Reading
881 Schools
25846 Pupils
880 Schools
46715 Pupils
886 Schools
96237 Pupils
272
General
Maths
888 Schools
25856 Pupils
889 Schools
47059 Pupils
886 Schools
94439 Pupils
265
Developed
Ability
119 Schools
3037 Pupils
234 Schools
11433 Pupils
345 Schools
30886 Pupils
917
Mental
Arithmetic
290 Schools
7248 Pupils
346 Schools
17347 Pupils
345 Schools
33213 Pupils
358
Spelling
450 Schools
13742 Pupils
443 Schools
21906 Pupils
399 Schools
40352 Pupils
194
Attitudes
127 Schools
2500 Pupils
174 Schools
7843 Pupils
227 Schools
19652 Pupils
686
8
General Maths Assessment
Example
Marina
5.36 yrs
R
R
5.59 yrs
6.06 yrs
W R
W
5.89 yrs
W
W
7yrs 10m
W
R
R
R
R
R
R
W
W
R
R
W W
W
W
W
R
W
R
W
8.39 yrs
W
R
R
General Maths Age
6yrs 10m
7.79 yrs
R
R
W
W
R
R
7.78 yrs
W
W
W
7.98 yrs
9
Quality Assurance Mechanisms
CCEA Checks with CEM
• Ensures InCAS question banks are appropriate to NI Pupils and
relevant to Curriculum.
• Question items mapped to the CCEA draft levels of progression.
• InCAS assessments are standardised for Northern Ireland Pupils.
• Trialling of new questions will be separated from formal use of the
assessments from 2011.
• Test reliability and validity of the assessments reviewed every year.
• Conducts evaluation with schools/teachers to determine whether
their InCAS outcomes match their professional judgement.
• Regular meetings with CEM re developments to software and
website.
10
Quality Assurance Mechanisms
• Developments to the software/website agreed based on data
analysis and CCEA’s evaluations with schools.
• CEM has to provide their risk register and quality assurance
procedures for each new version of the software.
Queries from Schools
• CCEA investigates all queries from schools in relation to pupil
outcomes. If CCEA is unable to resolve a query this is referred to
CEM for explanation of outcomes.
11
DE Information
Circular Number: 2009/14
Subject: InCAS
30th September 2009
DE website www.deni.gov.uk
12
Purpose of InCAS Assessments
“InCAS is a diagnostic assessment tool designed to support schools
in identifying pupils’ strengths and areas where they are having
difficulties”
“InCAS assessments are not for any purpose related to the transfer of
pupils from primary to post-primary school.”
“InCAS outcomes … not collected centrally.”
“As with all data, schools will need to ensure that they have
appropriate arrangements in place for its safe storage.”
Paragraphs 4,5,7, DE Circular 2009/14
13
2010/11 school year
Information for parents
• Written age-equivalent 2010/11 InCAS outcome for
Reading and General Maths, set alongside the pupil’s
chronological age;
• Written age-equivalent InCAS outcomes for all other
available years for Reading and General Maths, set
alongside the pupil’s chronological age;
• All available information should also be provided in a
graphical format, where two years of InCAS outcomes
are available;
• Irish Medium Reading reporting requirements same as
for other InCAS outcomes;
14
Parent meeting
“..for schools to set the InCAS outcomes in an
educational context as a basis for explaining to
parents their child’s strengths and any difficulties
… and the actions the school intends to take…
…help parents understand what they can do to
support their child’s learning.”
Para. 12 DE Circular 2009/14
15
InCAS Exemptions
• Pupils assessed as having severe learning
difficulties.
• Pupils exempted from any of the requirements of
the Education (Northern Ireland) Order 2006.
• New Irish Medium Primary School or unit does
not have to carry out the InCAS in the school
year in which it first becomes grant-aided.
Para. 17 DE Circular 2009/14
16
2010-11 Year 4 -7 Pupils
Parents will
receive an
Annual Report
before the
end of the
school year.
This includes pupils with
Moderate Learning Difficulties
(MLD)
InCAS computerbased diagnostic
assessment and
outcomes
reported to
parents in writing
(autumn term).
A parent meeting
will take place by
the end of the
autumn term.
Ref: Information for Teachers-2009 p.7
17
Session 2
Managing InCAS
Key Processes
18
Using InCAS: Key processes
Creating the Assessments
Completing the Assessments
Sending the Assessments for Marking
Accessing and Understanding Feedback
Using the Information
19
InCAS Challenges Activity
• Individually identify 3 challenges to completing
the 5 key processes associated with the InCAS
Assessments.
• Discuss these with colleagues at your table and
compile a list of key challenges.
20
School Preparation Booklet
• Organize a meeting with relevant staff early in the
Autumn term
• Nominate one person to have responsibility for
conducting the Preparation of the InCAS software
• Consider whether you intend to use InCAS with Year
groups outside of 4, 5, 6 & 7
• Consider use of Non-statutory InCAS assessments
• Consider the computer resources in your school
• Ensure that InCAS 10-11 software is installed on the
required computers
21
Information for Parents
Suggestions:
• Emphasise the ‘diagnostic support for pupils learning’
purpose of InCAS assessments
• Show Inky
• Explain sample graphical data
• Explain any changes to assessments
• Outline any trialling of items/new assessments
• Distribute Parent Leaflet
22
Key Processes
CREATING THE ASSESSMENTS
23
Preparation of the InCAS software
Moving Data from SIMS into InCAS:
• Part 1:
• Part 2:
Working in SIMS.net
Working in InCAS
24
Admin Menu
Ref: Information for Teachers-2009 p.15
25
Creating Assessments
• Edit/View Biographical Data (p.17)
• Edit a Pupil’s Details (p.18)
• Add a New Pupil (p.18)
• Create an Assessment: Entire Class (p.19)
• Create an Assessment: Individual Pupil/s (p.20)
• Access/Print Passwords: All Pupils Using InCAS (p.21)
Ref: Information for Teachers-2009
26
Key Processes
COMPLETING THE ASSESSMENTS
27
Completing the Assessments
• Build the InCAS assessments into your timetables;
• Take account of when you intend to give the ageequivalent outcomes in writing to parents and hold
parent meetings;
• Ensure all relevant staff are familiar with:
– the September 2009 ‘Information for Teachers’
manual; and
– CEM Remediation Guidance (Literacy & Numeracy
documents).
28
Initial Teacher Preparation
Ensure that pupils:
• are familiar with the computer/laptop that they will be
using for the assessments, especially if they will be using
a touchpad
• understand the assessments they will be completing and
have had an opportunity to view the Inky Pupil Demo to
help prepare for the assessments
available from www.nicurriculum.org.uk
• have sufficient time to complete the assessment/s. Once
an assessment is started it cannot be paused
• have pencil and paper to complete the General Maths
assessment
Ref: Information for Teachers-2009 p.22
29
Teacher Preparation Summary
Assessment Preparation
Teachers should check that:
•
they have the password list for the Class
•
all pupils are listed and their details are correct
•
wireless laptops (if used) are within ‘range’ of the wireless network
connection
•
laptop batteries are sufficiently charged
•
the sound is working on all the computers/laptops.
•
there are a sufficient number of working headphones and that
these are plugged in firmly—also ensuring the sound is not set too
loud.
Ref: Information for Teachers-2009 p.22
30
Teacher Preparation Summary
Remember pupils should not:
• be given help to answer the questions during the
assessments
• use calculators, number lines etc. during maths
assessments
• use pencil and paper for the Mental Arithmetic
assessment
• leave the computer before completing the assessment
• repeat assessments
Ref: Information for Teachers-2009 p.22
31
Key Processes
SENDING THE ASSESSMENTS
FOR MARKING
32
Assessment Marking
• As each pupil completes an InCAS assessment their
data will be saved automatically onto your school system
• For ease, schools should ideally wait until all pupils have
finished InCAS before sending assessments for marking.
• Once your assessments have been uploaded, your data
will be analysed and charts and tables produced. It is
recommended that you allow 24-48 hours for this to
occur.
• You will need your school’s unique User Name and
Password to complete this process.
Ref: Information for Teachers-2009 p.22
33
Key Processes
ACCESSING AND UNDERSTANDING
INCAS FEEDBACK
34
Types of Feedback
Ref: Information for Teachers-2009 p.27
35
Understanding Data
•
Reading Assessment:
Minimum age equivalent outcome is 4 years.
If a pupil’s combined Word Recognition and Word Decoding outcomes are
low they will not be given a Comprehension passage
- in this case the Reading Age will be based on their Word Recognition,
Word Decoding and the minimum Comprehension outcome.
•
General Maths Assessment:
Minimum age equivalent outcome is 3 years.
Along with an overall General Maths outcome pupils will receive a
breakdown for Number, Measures Shape & Space and Handling Data - if
they have answered a sufficient number of questions in a consistent
manner. If not - this will be indicated with a # symbol in the feedback.
Ref: Information for Teachers-2009 p.28
36
Missing Outcomes
Issue:
Pupils have completed assessments but their
outcomes are not in the feedback.
Check that the:
• Assessments have been sent for marking once they
were done;
• Whole process has been completed e.g. you must
transfer and upload the assessments; and
• The Transfer File with the highest number in brackets
has been sent.
37
* Look out for asterisks *
You may see an * when a
pupil has not completed an
assessment
You may see an * if a pupil has not
been given a Comprehension
assessment because they performed
poorly in either Word Decoding, Word
Recognition or both.
38
* Look out for asterisks *
You should never see an asterisk for Reading if there are outcomes
for Word Recognition, Word Decoding or Comprehension
If a pupil has a Reading outcome you should never see an asterisk
for their Word Recognition or Word Decoding
If a pupil has an average or high Word Recognition and Word
Decoding outcomes you should never see an asterisk under their
Comprehension
You should never report no Reading outcome to a parent
These errors can usually be fixed if you phone
the InCAS and Annual Report Helpdesk
028 9026 1274
39
Standard Feedback
Ref: Information for Teachers-2009 p.29
40
Standard Feedback
Ref: Information for Teachers-2009 p.29
41
4 Levels of Feedback Available
Ref: Information for Teachers-2009 p.30
42
Scores Chart
Achievement
General Maths Modules
Ref: Information for Teachers-2009 p.31
43
Scores Chart Attitudes
Attitudes
44
Longitude Chart
Age Equivalent Score
11
10
9
8
7
6
5
7
7.5
8
8.5
9
9.5
10
10.5
Age
Ref: Information for Teachers-2009 p.32
45
Pupil Scores Table
Ref: Information for Teachers-2009 p.33
46
Class Scores Table
Order by :
GenMaths
Age Equivalent Scores (Yrs:Mths)
Achievement
Age
Name
(Yrs:Mths)
Reading
GenMaths
Kim K
9:0
11:6
12:2
Joe C
9:1
9:2
10:4
Sophia R
8:11
8:6
9:11
Zane C
8:9
8:10
9:9
Anna M
9:1
7:6
9:5
Chanelle A
8:11
7:5
9:0
Molly K
9:2
8:4
9:0
Alex B
8:8
<4:0
8:6
Araminta J
8:10
7:5
7:11
Ref: Information for Teachers-2009 p.33
47
Class Difference Table
Order by :
Comprehension
Age Difference (Yrs:Mths)
Reading Modules
Age
Word
Word
Name
(Yrs:Mths)
Recog
Decoding
Compreh
Spelling
William A
9:0
+1:5
+4:2
+3:1
+1:8
Hayley T
8:10
+2:2
+5:8
+2:9
+3:11
Kim K
9:0
+1:4
+5:6
+2:3
*
Zane C
8:9
+0:10
-0:1
+0:2
+1:4
Joe C
9:1
-1:3
+2:7
0:0
*
Emma H
8:7
+1:10
+1:3
-0:4
0:0
Sophia R
8:11
+0:9
-1:5
-0:4
+0:11
Molly K
9:2
-0:8
-1:3
-0:5
+0:3
Oliver F
9:1
-0:10
-0:2
-0:10
+0:2
Araminta J
8:10
-0:3
-1:4
-1:2
+0:7
Ref: Information for Teachers-2009 p.34
48
Age Comparison Chart
Ref: Information for Teachers-2009 p.35
49
Interpreting Age –
Comparison Charts
Using the example school data from Year 6
on your table:
1. Consider the performance of the class against
the (green) reference line for the statutory
Reading assessment.
2. Consider the Reading module breakdown for
Year 6.
3. Do outcomes from optional assessments
provide you with additional information?
50
Standardised Scores Table
Mental
Developed
Name
Reading
Gen Moths
Arithmetic
Ability
Chanelle A
87
100
98
*
William A
124
*
*
122
Alex B
57
98
*
61
Nuala B
81
81
*
*
Joe C
100
112
*
*
Zane C
101
111
108
118
Oliver F
93
*
*
95
Emma H
108
91
83
*
Araminta J
89
91
70
*
Jake J
66
<55
*
*
Kim K
121
132
*
*
Molly K
93
98
93
*
Anna M
86
103
94
*
Mikey P
68
60
*
*
Ref: Information for Teachers-2009 p.37
51
Pupil Progress Chart
InCAS
School:
Example Primary School
Class :
Y6 BH
Pupil:
Anna M
Date of Birth :
10-Apr-99
Academic Year
08-09
07-08
Age
9:6
8:6
Reading
9:10
7:10
Reading (IM)
8:2
7:2
General Maths
9:5
8:9
Reading
11
Age Equivalent Score
10
9
8
7
6
8
9
10
Age
Gen Maths
Age Equivalent Score
10
9
8
8
9
10
Age
Ref: Information for Teachers-2009 p.38
52
Key Processes
USING THE INFORMATION
Making Effective Use of InCAS Data
53
54
Every School a Good School
Issues Around Effective Use of Data
• Self-evaluation is only of benefit if it leads to action on
the part of those involved.
• A further important strand is the availability and effective
use of data at:
– system,
– school and
– individual teacher level.
• Does the school make effective use of data as an
evidence base to help evaluate performance, identify
areas for improvement, and assist with target-setting
and assessment for learning?
55
Using InCAS Outcomes
Pupil Level
Monitoring individual pupil progress – to ensure every
pupil is reaching his or her full potential.
Class Level
Help teachers plan their teaching during the school
year to meet the needs of pupils in their classrooms.
School Level
Self-evaluation
Development planning
Target-setting.
56
Activity: Reflecting on Feedback
In small groups, please look at the data for
pupils Zane C and Alex B .
Using the information from all available charts
what comments do you have?
57
DATA: Action Planning
•
•
•
•
•
•
Which InCAS chart(s) or table(s) could teachers use to identify pupils’
achievement in preparation for the meeting in the autumn term with
parents?
Which InCAS chart(s) or table(s) could be used by a class teacher to help
identify ‘under-achieving’ children?
Which InCAS chart(s) or table(s) could teachers use as a basis for planning
‘targeted’/ differentiated support for individuals and groups of pupils within a
class?
Which InCAS chart(s) or table(s) could you use to monitor the effectiveness
of initiatives and strategies within a particular class?
Which InCAS chart(s) or table(s) could you use to inform a review at whole
school level to identify trends in performance, areas of under-achievement
etc
Which InCAS chart(s) or table(s) could be used by senior management to
inform discussions with ETI?
58
Best Practice Suggestions
Action for curriculum managers
• Raise awareness of data systems and their potential.
• Promote training in how to use the software and support
on how to use the outcomes and share data with
colleagues.
• Find ways to ensure staff have sufficient time to analyse
data at a meaningful level.
• Encourage sharing of good practice.
• Encourage the appointment of dedicated coordinators to
drive the process of interpretation and action.
www.teachingexpertise.com/articles/schools-shareeffective-ways-194
59
Best Practice Suggestions
Action for class teachers:
• Highlight specific weaknesses for individual pupils.
• Identify weaknesses in topics for the class as a whole.
• Inform accurate curricular targets for individual pupils.
• Provide evidence to support decisions as to where best
to focus resources and teaching.
• Tailor teaching to the needs of targeted groups.
• Identify individuals and groups for additional support.
• Encourage pupils to take ownership of their learning
goals.
www.teachingexpertise.com/articles/schools-shareeffective-ways-194
60
Session 3
InCAS Evaluation Findings
and Developments
61
Evaluation – a cyclical process
In the autumn of 2009:
• Reading & General
Maths assessments;
• Outcomes reported
to parents in writing;
• Parent meetings
offered (Yr 4-7)
09/10 InCAS
Software available
Action on
Evaluation
Recommendations
and ongoing
software
developments
Action
Evaluations
With Principals,
Teachers, Pupils,
Parents,
Educational
Psychologists,
CASS officers …
- management,
- training
- use of data
- software
62
Evaluation Reports
This presentation will refer to 3 separate evaluations reports which available in
full on www.nicurriculum.org.uk. They are:
Title
Date
Number of
respondents
Throughout this
presentation these
respondents will be
referred to as:
InCAS & Annual Report Evaluation
of the Year 4 & 7 Teacher Training
facilitated face to face
November
2009
1844
‘Face to face’
teachers
Evaluation of the Primary Principal
Information Seminars on InCAS
and The Annual Report
January
2010
433
Principals
InCAS & Annual Report Evaluation
of the Year 4 & 7 Teacher Training
facilitated online
February
2010
372
‘Online’ teachers
*The specific reports will be noted in the footer of the relevant slides.
63
Developments to InCAS
2010/11 Assessment Developments:
•
New trial items will be included in software, but do not contribute to assessment
outcome.
•
2 New Comprehensions in English language version are "trial" items in InCAS:
– Pupils who have an outcome between 9.0 and 9.55 in first comprehension
passage will receive an additional comprehension ‘The Master Key’ in
remaining quiz time.
– Pupils who have an outcome above 13.5 in first comprehension passage
will receive an additional comprehension ‘Phileas Fogg’ in remaining quiz
time.
•
7 Picture Vocab and 1 Word Recognition item which are not new, having already
been present in the software, have been shifted into the trial group due to
insufficient data having been acquired on them for the new standardisations.
For detailed information see document ‘Developments to InCAS’ which is
available at www.nicurriculum.org.uk
64
Developments to InCAS
Irish Medium Developments:
• An Irish Medium ‘Attitudes’ assessment is now
available.
• Schools can choose to conduct the ‘English’ Reading as
well as the Reading (Irish Medium) assessments and
receive associated feedback for both.
Developments/Adaptations for pupils with Special
Education Needs:
• The pale green highlight (comprehension passage) is
now a more prominent green as is the yellow highlight
for choosing answers.
• Auditory changes – the ‘boing’ noise when selecting
responses has been toned down.
65
SEN Focus Groups
Throughout March 2010 the Research and Statistics Unit in
CCEA conducted a series of research events with teachers
of pupils who have:
•
•
•
•
•
•
Dyslexia;
Speech and Language Difficulties;
Social Emotional and Behavioural Difficulties
Attention Deficit Disorder
Aspergers; and
Autism.
66
Advice to the DE
Department of
Education
CCEA
Questionnaires – June 2010
Focus Groups – March 2010
Dyslexia SEBD ADD Speech and Language Autism
Aspergers PUPIL
67
InCAS and NFER Comparison
Objectives:
• Compare individual pupil standardised outcomes
for NFER English and Maths with those generated by the
InCAS Reading and General Maths assessments in the
autumn term of 2009; and
• Determine whether differences in outcomes exist, and if
so whether the differences are statistically significant.
Sample: 16 primary schools providing 2,722 matched pupil
results for Maths and 2,681 for English.
68
Initial Findings
• Similar mean outcomes for all year groups in NFER Maths and
InCAS General Maths and Yrs 5 and 7 in NFER English and InCAS
Reading.
• Strong or moderately positive correlation for Yrs 5, 6 and 7 in
NFER Maths and InCAS General Maths and Yrs 4, 5 and 7 in NFER
English and InCAS Reading.
• No significant difference in outcomes for Yr 7 in NFER Maths and
InCAS General Maths or Yrs 5 and 7 in NFER English and InCAS
Reading.
• SEN status was not a major contributing factor for large differences
in outcomes in any year.
Please note: These findings are based on a small sample size. More research may be
necessary.
69
Comparing
InCAS and NFER
16 primary schools took part providing 2,722 matched pupil
results for Maths and 2,681 for English.
Purpose was to:
• Compare individual pupil standardised outcomes
for NFER English and Maths with those generated by the
InCAS Reading and General Maths assessments in the
autumn term of 2009; and
• Determine whether differences in outcomes exist, and if
so whether the differences are statistically significant.
70
Initial Findings
Overall we have identified a good correlation between NFER and
InCAS standardised scores with some variations in outcomes of both
assessments.
SEN status was not a major contributing factor for large differences in
outcomes in any year.
If you would like to be considered for participation in any future
research of this kind we would be happy to keep a record of your
contact details.
71
Session 4
CCEA Help and Support
72
CCEA Support & Resources
•
•
•
•
•
•
•
InCAS and Annual Report Resource Pack
InCAS SEN Guidance for Teachers
2010 Parent Leaflet
InCAS preparation letter (Principal’s Letter 10/11)
CCEA Helpdesk (telephone support)
On-line materials at www.nicurriculum.org.uk
InCAS and Annual Report online learning
opportunity
73
Other Support –
CEM InCAS Booklets
Diagnosing
and
Remediating
Literacy
Problems:
Using InCAS
Software
Diagnosing
Diagnosing
and
and
Remediating
Remediating
Mathematica
Mathematical
l Difficulties:
Difficulties:
Using
UsingInCAS
InCAS
Software
Software
InCAS
Feedback
Guidance
2010
Available for download from:
www.nicurriculum.org.uk or www.incasproject.org
74
Irish Medium Support
Early literacy achievement in Irish-Medium schools and
early interventions: Responding to information gained
from INCAS and from ÁML
(Le Gabrielle Nig Uidhir)
Forbairt na Litearthachta agus straitéisí luathidirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do
shonraí INCAS agus ÁML
Recommended Strategies for Remediation of Reading
Difficulties (Irish Medium)
Edited by Seán Mac Corraidh
75
Session 5
Reporting to Parents
76
DE Information
Circular Number: 2009/15
PUPIL REPORTING REGULATIONS
DE website www.deni.gov.uk
77
Pupil Reporting Regulations 2009
“The 2009 Regulations set out the requirements for reporting
by schools to parents and :
(a) the information to be provided annually;
(b) additional information to be provided at the end of key
stages 1, 2 and 3; and
(c) additional information to be provided at the end
of key stage 2; at the end of key stage 4, and at the end of
sixth form.”
Para.3 DE Circular DE Circular 2009/15
78
Annual Reporting
•
For pupils in Foundation Stage to Key Stage 4 schools
are required to report annually to parents by 30th
June.
•
Report format is not prescribed in Regulations but
must provide clear and meaningful information for
parents about their child’s progress.
•
If a pupil in any year has been exempted from any
part of the curriculum or assessment arrangements the
Annual Report should indicate this.
•
Irish-Medium schools can report to parents in Irish or
English.
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Annual Report Content
“Schools are required to provide parents with an
assessment of their child’s progress in relation to:
• Communication (taking account of their achievement in
the Language & Literacy area of learning);
• Using Mathematics (taking account of their achievement
in the Mathematics and Numeracy area of learning):
and
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Annual Report Content
• Brief particulars of the child’s achievement in:
• Each of the areas of learning relevant to pupils in
the key stage concerned;
• Other skills (thinking skills and personal
capabilities);
• Using ICT;
• Religious education (optional);
• The pupil’s interests and strengths;
• Focus for development.”
Para. 7 DE Circular DE Circular 2009/15
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Annual Report to Parents
Essential Content:
•
•
•
•
•
School Name
Statutory minimum content
Pupil accreditation: achievement of a
qualification, award or certificate, including a
credit towards a qualification.
Fixed/Specific headings
Signed and dated by Principal
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Annual Report to Parents
Flexible:
• Order of Headings
• Reporting ‘Other Skills’ within Areas of Learning
• Optional Content can be re-named or removed
• Box sizes
• Font style and size
• Length of report
• School Logo
• Outcomes e.g. class tests
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Annual Report Options
Annual Reports may be:
• word-processed;
• completed using Profiles 7 / Assessment software; or
• Handwritten.
Report against the statutory headings using your own
comments based on your professional judgement.
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DE Information
Circular Number: 2010/06
Transitional Assessment Arrangements
from 2009/10
29th April 2010
DE website www.deni.gov.uk
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The new Order
The Education (Levels of Progression for Key Stages
1, 2 and 3) (Transitional) Order (Northern Ireland)
2010 (S.R. 2010 No. 135)
came into operation on 30 April 2010
Purpose
• Provides in law for a transitional period – until new
Levels of Progression are introduced – the present
assessment arrangements would continue.
• In providing for the current level descriptions to be used
for assessment purposes the Order refers to these as
“Levels of Progression”.
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End of Key Stage assessment
and reporting to parents
Present assessment arrangements at end of Key Stage 1 and 2
continue against the existing levels in Language and Literacy (English
and /or Irish as appropriate) and Mathematics and Numeracy (Para 1).
Schools report to parents for each pupil the:
• Level achieved and the expected level;
• % of pupils in the final year of that Key Stage in the school attaining:
– each level;
– expected level or above;
– working towards the level; and,
– exempted from assessment in that cross-curricular skill.
Where a child has been exempted from any part of the assessment
arrangements this information must be provided to parents (Para 12).
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New Levels of Progression
The Department of Education states that they will not
introduce the new Levels of Progression until schools are
provided with the training, support and guidance which
they need.
It is their intention that they will be introduced during the
2011/12 school year at the earliest and that those for
Using ICT a year later than those for Communication and
Using Mathematics.
For more information www.nicurriculum.org.uk
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Evaluation
Please complete the evaluation.
This is important as your comments are valued
and will inform future improvements.
Thank you
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