Summary report for senior leaders

Transcription

1 Summary report for senior leaders In case of enquiries please contact GL Assessment by ing Copyright 2012 GL Assessment Limited. GL Assessment is part of the GL Education Group. Report generated on 20/08/2012

2 CAT4 Summary report for senior leaders School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 What is CAT4? The Cognitive Abilities Test Fourth Edition (CAT4) is a suite of tests which assesses a student s reasoning (thinking) abilities in key areas that support educational development and academic attainment. CAT4 is the fourth edition of the test and comprises the following sections or batteries which assess different aspects of ability: Reasoning Battery thinking with words (or Numerical) Reasoning Battery thinking with numbers Reasoning Battery thinking with shapes Ability Battery thinking with shape and space Why use CAT4? CAT4 is a comprehensive and objective test of students developed abilities those that, in part, determine attainment and can be built upon and developed to improve outcomes. CAT4 has many uses, but the main focus of this summary report is to provide an overview of scores obtained by a pre-defined group of students. When considered alongside other data, this information can make a significant contribution to: comparing the performance of groups of students in order to identify needs and target resources more effectively identifying students or groups of students who may be at risk of underachievement monitoring trends or changes in the ability profile of your school s intake over time informing target setting for national tests and examinations providing a benchmark against which to assess value added by your school. Copyright 2012 GL Assessment Limited Page 2 of 19

3 Understanding CAT4 scores Battery Questions attempted Raw score (RS) Standard Age Score (SAS) Confidence band National Percentile Rank (NPR) In CAT4 battery is the title given to each of the four pairs of tests which assess different aspects of ability. The number of questions attempted can be important: a student may have worked very slowly but accurately and not finished the test and this will impact on his or her results. The raw score (RS) is the total number of questions a student has answered correctly. The Standard Age Score (SAS) is the most important piece of information derived from CAT4. The SAS is based on the student s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The SAS is key to benchmarking and tracking progress and is the fairest way to compare the performance of different students within a year group or across year groups. Performance on a test like CAT4 can be influenced by a number of factors and the confidence band is an indication of the range within which a student s score lies. The narrower the band the more reliable the score. This means that 90% confidence bands are a very high level estimate. The National Percentile Rank (NPR) relates to the SAS and indicates the percentage of students obtaining any particular score. NPR of 50 is average. NPR of 5 means that the student s score is within the lowest 5% of the national sample; NPR of 95 means that the student s score is within the highest 5% of the national sample. Stanine (ST) The Stanine (ST) places the student s score on a scale of 1 (low) to 9 (high) and offers a broad overview of his or her performance. Group Rank (GR) The Group Rank (GR) shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with one or more other students. Relationship between CAT4 scores Copyright 2012 GL Assessment Limited Page 3 of 19

4 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by battery) The table below shows mean (average) scores for all students compared with those for the national sample. Overall National average All students % confidence band The table below shows the distribution of scores for all students compared with those for the national sample. The bar chart also presents this information. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% 6% 2% 6% 27% 12% 15% 17% 10% 6% 2% 4% 12% 27% 12% 25% 8% 6% 6% 2% 4% 10% 13% 23% 35% 4% 8% 2% 2% 0% 10% 13% 23% 19% 23% 8% 2% Distribution of scores for all students (by battery) compared with those for the national sample Copyright 2012 GL Assessment Limited Page 4 of 19

5 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by gender) The table below shows mean (average) scores for all students compared with those for the national sample. No. of students Overall National average All students Males Females The table below shows the distribution of scores for all students across each battery, compared with those for the national sample. The bar charts also present this information on the following page. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 6% 2% 6% 27% 12% 15% 17% 10% 6% Males 4% 4% 0% 25% 4% 17% 33% 4% 8% Females 7% 0% 11% 29% 18% 14% 4% 14% 4% All students 2% 4% 12% 27% 12% 25% 8% 6% 6% Males 0% 4% 8% 21% 13% 33% 8% 4% 8% Females 4% 4% 14% 32% 11% 18% 7% 7% 4% All students 2% 4% 10% 13% 23% 35% 4% 8% 2% Males 0% 4% 8% 4% 33% 33% 4% 13% 0% Females 4% 4% 11% 21% 14% 36% 4% 4% 4% All students 2% 0% 10% 13% 23% 19% 23% 8% 2% Males 0% 0% 4% 17% 13% 29% 33% 4% 0% Females 4% 0% 14% 11% 32% 11% 14% 11% 4% Copyright 2012 GL Assessment Limited Page 5 of 19

6 Distribution of scores (by gender) Distribution of scores (by gender) Distribution of scores (by gender) Distribution of scores (by gender) Copyright 2012 GL Assessment Limited Page 6 of 19

7 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by ethnicity) The table below shows mean (average) scores for all students compared with those for the national sample. No. of students Overall National average All students White British Black British Asian Mixed - white and Asian Chinese White Other White Irish The table below shows the distribution of scores for all students across each battery, compared with those for the national sample. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 6% 2% 6% 27% 12% 15% 17% 10% 6% White British 4% 0% 7% 22% 19% 15% 19% 11% 4% Black British 10% 10% 0% 30% 10% 10% 10% 0% 20% Asian 14% 0% 0% 43% 0% 29% 0% 14% 0% Mixed - white and Asian 0% 0% 0% 33% 0% 0% 33% 33% 0% Chinese 0% 0% 50% 50% 0% 0% 0% 0% 0% White Other 0% 0% 0% 0% 0% 50% 50% 0% 0% White Irish 0% 0% 0% 0% 0% 0% 100% 0% 0% Copyright 2012 GL Assessment Limited Page 7 of 19

8 Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 2% 4% 12% 27% 12% 25% 8% 6% 6% White British 0% 7% 7% 30% 7% 30% 7% 11% 0% Black British 0% 0% 20% 40% 10% 0% 0% 0% 30% Asian 14% 0% 14% 29% 0% 29% 14% 0% 0% Mixed - white and Asian 0% 0% 0% 0% 33% 67% 0% 0% 0% Chinese 0% 0% 50% 0% 0% 0% 50% 0% 0% White Other 0% 0% 0% 0% 100% 0% 0% 0% 0% White Irish 0% 0% 0% 0% 0% 100% 0% 0% 0% All students 2% 4% 10% 13% 23% 35% 4% 8% 2% White British 4% 0% 15% 11% 19% 37% 4% 7% 4% Black British 0% 10% 10% 10% 10% 40% 10% 10% 0% Asian 0% 14% 0% 14% 57% 14% 0% 0% 0% Mixed - white and Asian 0% 0% 0% 33% 33% 33% 0% 0% 0% Chinese 0% 0% 0% 50% 0% 0% 0% 50% 0% White Other 0% 0% 0% 0% 50% 50% 0% 0% 0% White Irish 0% 0% 0% 0% 0% 100% 0% 0% 0% All students 2% 0% 10% 13% 23% 19% 23% 8% 2% White British 4% 0% 7% 11% 22% 15% 30% 7% 4% Black British 0% 0% 0% 20% 30% 20% 20% 10% 0% Asian 0% 0% 14% 14% 29% 29% 0% 14% 0% Mixed - white and Asian 0% 0% 33% 33% 0% 33% 0% 0% 0% Chinese 0% 0% 50% 0% 0% 0% 50% 0% 0% White Other 0% 0% 0% 0% 50% 50% 0% 0% 0% White Irish 0% 0% 0% 0% 0% 0% 100% 0% 0% Copyright 2012 GL Assessment Limited Page 8 of 19

9 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by free school meals) The table below shows mean (average) scores for all students compared with those for the national sample. No. of students Overall National average All students No Yes The table below shows the distribution of scores for all students across each battery, compared with those for the national sample. The bar charts also present this information on the following page. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 6% 2% 6% 27% 12% 15% 17% 10% 6% No 3% 3% 5% 29% 11% 16% 21% 8% 5% Yes 14% 0% 7% 21% 14% 14% 7% 14% 7% All students 2% 4% 12% 27% 12% 25% 8% 6% 6% No 0% 3% 13% 32% 11% 26% 5% 5% 5% Yes 7% 7% 7% 14% 14% 21% 14% 7% 7% All students 2% 4% 10% 13% 23% 35% 4% 8% 2% No 3% 3% 8% 11% 26% 37% 3% 8% 3% Yes 0% 7% 14% 21% 14% 29% 7% 7% 0% All students 2% 0% 10% 13% 23% 19% 23% 8% 2% No 0% 0% 11% 16% 21% 21% 26% 5% 0% Yes 7% 0% 7% 7% 29% 14% 14% 14% 7% Copyright 2012 GL Assessment Limited Page 9 of 19

10 Distribution of scores (by free school meals) Distribution of scores (by free school meals) Distribution of scores (by free school meals) Distribution of scores (by free school meals) Copyright 2012 GL Assessment Limited Page 10 of 19

11 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by special educational need) The table below shows mean (average) scores for all students compared with those for the national sample. No. of students Overall National average All students None ADHD ADHD - medication Mild Autistic Spectrum Disorder Possible diagnosis The table below shows the distribution of scores for all students across each battery, compared with those for the national sample. The bar charts also present this information on the following page. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 6% 2% 6% 27% 12% 15% 17% 10% 6% None 6% 2% 6% 23% 10% 17% 19% 10% 6% ADHD 0% 0% 0% 100% 0% 0% 0% 0% 0% ADHD - medication 0% 0% 0% 0% 100% 0% 0% 0% 0% Mild Autistic Spectrum Disorder 0% 0% 0% 100% 0% 0% 0% 0% 0% Possible diagnosis 0% 0% 0% 100% 0% 0% 0% 0% 0% All students 2% 4% 12% 27% 12% 25% 8% 6% 6% None 2% 2% 10% 27% 13% 27% 6% 6% 6% ADHD 0% 100% 0% 0% 0% 0% 0% 0% 0% ADHD - medication 0% 0% 0% 100% 0% 0% 0% 0% 0% Mild Autistic Spectrum Disorder 0% 0% 100% 0% 0% 0% 0% 0% 0% Possible diagnosis 0% 0% 0% 0% 0% 0% 100% 0% 0% Copyright 2012 GL Assessment Limited Page 11 of 19

12 Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 2% 4% 10% 13% 23% 35% 4% 8% 2% None 2% 4% 10% 15% 19% 35% 4% 8% 2% ADHD 0% 0% 0% 0% 100% 0% 0% 0% 0% ADHD - medication 0% 0% 0% 0% 0% 100% 0% 0% 0% Mild Autistic Spectrum Disorder 0% 0% 0% 0% 100% 0% 0% 0% 0% Possible diagnosis 0% 0% 0% 0% 100% 0% 0% 0% 0% All students 2% 0% 10% 13% 23% 19% 23% 8% 2% None 2% 0% 10% 13% 25% 17% 23% 8% 2% ADHD 0% 0% 0% 100% 0% 0% 0% 0% 0% ADHD - medication 0% 0% 0% 0% 0% 0% 100% 0% 0% Mild Autistic Spectrum Disorder 0% 0% 0% 0% 0% 100% 0% 0% 0% Possible diagnosis 0% 0% 0% 0% 0% 100% 0% 0% 0% Copyright 2012 GL Assessment Limited Page 12 of 19

13 Distribution of scores (by special educational need) Distribution of scores (by special educational need) Distribution of scores (by special educational need) Distribution of scores (by special educational need) Copyright 2012 GL Assessment Limited Page 13 of 19

14 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Group analysis (by English as an additional language) The table below shows mean (average) scores for all students compared with those for the national sample. No. of students Overall National average All students No Yes The table below shows the distribution of scores for all students across each battery, compared with those for the national sample. The bar charts also present this information on the following page. Description Very low Below average Average Above average Very high SAS bands < >126 National average 4% 7% 12% 17% 20% 17% 12% 7% 4% All students 6% 2% 6% 27% 12% 15% 17% 10% 6% No 5% 2% 7% 22% 12% 17% 20% 7% 7% Yes 9% 0% 0% 45% 9% 9% 9% 18% 0% All students 2% 4% 12% 27% 12% 25% 8% 6% 6% No 0% 5% 12% 32% 10% 22% 7% 7% 5% Yes 9% 0% 9% 9% 18% 36% 9% 0% 9% All students 2% 4% 10% 13% 23% 35% 4% 8% 2% No 2% 2% 12% 10% 22% 37% 5% 7% 2% Yes 0% 9% 0% 27% 27% 27% 0% 9% 0% All students 2% 0% 10% 13% 23% 19% 23% 8% 2% No 2% 0% 7% 12% 24% 17% 27% 7% 2% Yes 0% 0% 18% 18% 18% 27% 9% 9% 0% Copyright 2012 GL Assessment Limited Page 14 of 19

15 Distribution of scores (by English as an additional language) Distribution of scores (by English as an additional language) Distribution of scores (by English as an additional language) Distribution of scores (by English as an additional language) Copyright 2012 GL Assessment Limited Page 15 of 19

16 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 Student profiles The analysis of CAT4 scores allows all students to be assigned a profile; that is they are assigned to one of seven broad descriptions of their preferences for learning. The Reasoning and Ability Batteries form the basis of this analysis and the profiles are expressed as a mild, moderate or extreme bias for verbal or spatial learning or, where no bias is discernable (that is, when scores on both batteries are similar), as an even profile. The diagram shows the distribution of students across the seven profiles which are indicated by the coloured bands. Extreme verbal bias Moderate verbal bias Mild verbal bias No bias Mild spatial bias Moderate spatial bias Extreme spatial bias Males Females Copyright 2012 GL Assessment Limited Page 16 of 19

17 General characteristics of each student profile It may be helpful to consider which students fall into which broad profile, but this information must be treated with caution as the descriptors are general and not individualised: students preferences for learning will be influenced by other factors. The CAT4 Individual report for teachers offers more fine detail. National Group % % No. of students Extreme verbal bias 2% 2% 1 Moderate verbal bias 4% 2% 1 Mild verbal bias 11% 6% 3 No bias or even profile 66% 63% 33 Mild spatial bias 11% 21% 11 Moderate spatial bias 4% 4% 2 Extreme spatial bias 2% 2% 1 Extreme verbal bias These students should excel in written work and should enjoy discussion and debate. They should prefer to learn through reading, writing and may be very competent independent learners. They are likely to be high achievers in subjects that require good verbal skills such as English, modern foreign languages and humanities. They may prefer to learn step-by-step, building on prior knowledge, as their spatial skills are relatively weaker, being in the low average or below average range. Moderate verbal bias Students in this group will have average to high scores for Reasoning and relatively weaker Ability with scores in the average range. These students are likely to prefer to learn through reading, writing and discussion. Step-by-step learning, which builds on prior knowledge incrementally, is likely to suit these students. Mild verbal bias Some students with this profile will have low average or below average scores for Reasoning and relatively weaker Ability, but the gap between scores will be narrow. A slight bias for learning through reading, writing and discussion may be discerned in the students in this group. No bias or even profile Scores for students with this profile will be very similar for both Reasoning and Ability, but will be across the range from low to high. Students with high even scores will excel across the curriculum and will learn through the range of media and methods. Students with low even scores, conversely, may require significant levels of support to access the curriculum but will be open to a range of teaching and learning methods. Copyright 2012 GL Assessment Limited Page 17 of 19

18 Mild spatial bias Some students with this profile will have low average or below average scores for Ability and relatively weaker Reasoning skills, but the gap between scores will be narrow. A slight bias for learning through visual media may be discerned in the students in this group. Moderate spatial bias Students in this group will have average to high scores for Ability and relatively weaker Reasoning with scores in the average range. These students are likely to prefer to learn through visual and kinaesthetic media and will need to use diagrams, pictures, videos and objects to learn best. Students with above average or high Ability are often characterised as intuitive or big picture learners: attention to detail may be a weakness. Owing to a relative weakness in verbal skills, attainment may be uneven and they are likely to need support in subjects where the emphasis is on the written word. Extreme spatial bias These students should excel in problem solving and will grasp concepts quickly and intuitively. They will not enjoy rote learning and may arrive at a correct solution to a task without demonstrating the steps along the way. They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics and technology. Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjects where the emphasis is on the written word. Copyright 2012 GL Assessment Limited Page 18 of 19

19 School: Test School Group: Year 10 Period of testing: 09/11/ /11/2011 Level: F No. of students: 52 GCSE indicators There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between students scores on reasoning tests such as CAT4 and performance in national tests and examinations. CAT4, which provides a range of indicators of future attainment, demonstrates what can be achieved because the test has become established as a good predictor of subsequent attainment. Summary GCSE indicators All students Males Females Percentage of students expected to achieve: 5+ A* C GCSEs including English and maths 67% 73% 61% 5+ A* C GCSEs 86% 89% 83% 5+ A* G GCSEs 98% 99% 98% Average point score Average point score (best 8) Number of students Likely distribution of GCSE grades Likely distribution of grades Percentage of students obtaining grade C or higher Percentage of students obtaining grade A or A* U G F E D C B A A* 10% 20% 30% 40% 50% 60% 70% 80% 90% English 1% 1% 3% 7% 15% 29% 21% 15% 7% Maths 1% 2% 4% 6% 12% 32% 20% 15% 7% Science Core 0% 2% 4% 8% 17% 33% 21% 11% 3% Copyright 2012 GL Assessment Limited Page 19 of 19