Summary report for senior leaders

Transcription

1 Summary report for senior leaders In case of enquiries please contact GL Assessment by ing GL Assessment is part of the GL Education Group. Report generated on 22/08/2012

2 CAT4 Summary report for senior leaders 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: Verbal Reasoning Battery thinking with words Quantitative (or Numerical) Reasoning Battery thinking with numbers Non-verbal Reasoning Battery thinking with shapes Spatial 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. Page 2 of 16

3 Understanding CAT4 scores Battery In CAT4 battery is the title given to each of the four pairs of tests which assess different aspects of ability. Questions attempted 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. Raw Score (RS) The raw score (RS) is the total number of questions a student has answered correctly. Standard Age Score (SAS) 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. Confidence band 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. National Percentile Rank (NPR) 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 Page 3 of 16

4 Group analysis (by battery) The table below shows mean (average) scores for all students compared with those for the national sample. National average All students Verbal Quantitative Non-verbal Spatial 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 Overall 90% confidence band Description Very low Below average Average Above average Very high SAS bands National average Verbal Quantitative Non-verbal Spatial < % 7% 12% 17% 20% 17% 12% 7% 4% >126 11% 2% 11% 21% 10% 3% 3% 4% 35% 12% 6% 15% 18% 13% 8% 12% 5% 11% 14% 6% 18% 18% 2% 0% 28% 9% 9% 16% 3% 0% 5% 9% 7% 2% 33% 21% Page 4 of 16

5 Group analysis (by gender) The table below shows mean (average) scores for all students compared with those for the national sample. National average No. of students Verbal Quantitative Non-verbal Spatial Overall All students Males Females The table below shows the distribution of scores for all students 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% Verbal All students 11% 2% 11% 21% 10% 3% 3% 4% 35% Males 13% 4% 13% 23% 10% 4% 2% 0% 31% Females 8% 0% 8% 19% 10% 2% 4% 8% 40% Quantitative All students 12% 6% 15% 18% 13% 8% 12% 5% 11% Males 17% 6% 19% 17% 8% 8% 12% 2% 12% Females 6% 6% 10% 19% 19% 8% 13% 8% 10% Non-verbal All students 14% 6% 18% 18% 7% 2% 0% 2% 33% Males 17% 10% 13% 23% 6% 0% 0% 4% 27% Females 10% 2% 23% 13% 8% 4% 0% 0% 40% Spatial All students 28% 9% 9% 16% 3% 0% 5% 9% 21% Males 35% 10% 10% 10% 6% 0% 2% 10% 19% Females 21% 8% 8% 23% 0% 0% 8% 8% 23% Page 5 of 16

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7 Group analysis (by ethnicity) The table below shows mean (average) scores for all students compared with those for the national sample. All students White - British White - Irish Black or Black British - African Asian or Asian British - Indian Chinese Mixed - White and Black Caribbean No. of students Verbal Quantitative Non-verbal Spatial Overall National average The table below shows the distribution of scores for all students 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% Verbal All students 11% 2% 11% 21% 10% 3% 3% 4% 35% White - British 10% 0% 13% 20% 13% 3% 3% 3% 33% White - Irish 13% 4% 13% 13% 17% 4% 0% 13% 25% Black or Black British - African Asian or Asian British - Indian 19% 0% 6% 20% 0% 10% 25% 6% 0% 0% 20% 10% 0% 10% 0% 44% 0% 30% Chinese 0% 0% 0% 30% 0% 10% 10% 0% 50% Mixed - White and Black Caribbean 0% 10% 20% 30% 0% 0% 0% Quantitative 0% 40% All students 12% 6% 15% 18% 13% 8% 12% 5% 11% White - British 7% 10% 20% 17% 10% 7% 17% 7% 7% White - Irish 17% 8% 17% 25% 8% 13% 8% 0% 4% Black or Black British - African Asian or Asian British - Indian 19% 6% 0% 20% 0% 20% 25% 6% 0% 25% 10% 20% 10% 10% 0% 19% 0% 10% Chinese 0% 0% 10% 10% 30% 20% 0% 10% 20% Mixed - White and Black Caribbean 10% 0% 20% 10% 20% 0% 0% 20% 20% Page 7 of 16

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% Non-verbal All students 14% 6% 18% 18% 7% 2% 0% 2% 33% White - British 13% 10% 17% 20% 7% 0% 0% 0% 33% White - Irish 17% 4% 25% 13% 13% 4% 0% 4% 21% Black or Black British - African Asian or Asian British - Indian 19% 0% 19% 20% 0% 10% 13% 6% 0% 0% 30% 10% 0% 0% 6% 38% 0% 30% Chinese 0% 10% 10% 20% 0% 10% 0% 0% 50% Mixed - White and Black Caribbean 10% 10% 20% 20% 0% 0% 0% Spatial 0% 40% All students 28% 9% 9% 16% 3% 0% 5% 9% 21% White - British 27% 10% 13% 17% 0% 0% 3% 7% 23% White - Irish 33% 13% 8% 17% 4% 0% 4% 8% 13% Black or Black British - African Asian or Asian British - Indian 25% 6% 6% 20% 0% 10% 19% 0% 0% 6% 30% 10% 0% 10% 13% 25% 0% 20% Chinese 20% 20% 0% 0% 10% 0% 10% 10% 30% Mixed - White and Black Caribbean 40% 0% 10% 10% 0% 0% 0% 20% 20% Page 8 of 16

9 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 Verbal Quantitative Non-verbal Spatial Overall National average All students n y The table below shows the distribution of scores for all students 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% Verbal All students 11% 2% 11% 21% 10% 3% 3% 4% 35% n 11% 3% 13% 19% 8% 2% 3% 3% 37% y 11% 0% 8% 24% 13% 5% 3% 5% 32% Quantitative All students 12% 6% 15% 18% 13% 8% 12% 5% 11% n 16% 5% 10% 21% 11% 6% 15% 3% 13% y 5% 8% 24% 13% 16% 11% 8% 8% 8% Non-verbal All students 14% 6% 18% 18% 7% 2% 0% 2% 33% n 18% 8% 13% 16% 6% 2% 0% 2% 35% y 8% 3% 26% 21% 8% 3% 0% 3% 29% Spatial All students 28% 9% 9% 16% 3% 0% 5% 9% 21% n 29% 10% 8% 15% 2% 0% 3% 6% 27% y 26% 8% 11% 18% 5% 0% 8% 13% 11% Page 9 of 16

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11 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 Verbal Reasoning and Spatial 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 Page 11 of 16

12 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% 11% 11 Moderate verbal bias 4% 8% 8 Mild verbal bias 11% 11% 11 No bias or even profile 66% 70% 70 Mild spatial bias 11% 0% 0 Moderate spatial bias 4% 0% 0 Extreme spatial bias 2% 0% 0 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 Verbal Reasoning and relatively weaker Spatial 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 Verbal Reasoning and relatively weaker Spatial 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 Verbal Reasoning and Spatial 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. Page 12 of 16

13 Mild spatial bias Some students with this profile will have low average or below average scores for Spatial Ability and relatively weaker Verbal 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 Spatial Ability and relatively weaker Verbal 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 Spatial 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. Page 13 of 16

14 KS3 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 KS3 indicators English Maths Science Percentage of students expected to achieve: Level 6 or higher Level 5 or higher 48% 73% 52% 69% 44% 66% Average point score Number of students Likely distribution of KS3 levels Page 14 of 16

15 Likely distribution of KS3 levels (continued) Page 15 of 16

16 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 Percentage of students expected to achieve: Average point score 5+ A* C GCSEs including English and maths 5+ A* C GCSEs 5+ A* G GCSEs 53% 73% 94% Average point score (best 8) Number of students 100 Males 47% 68% 92% Females 61% 79% 96% Likely distribution of GCSE grades Page 16 of 16