Computer Adaptive Curriculum Assessment for the Secondary Years Peter Hendry CEM INSET PROVIDER

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Computer Adaptive Curriculum Assessment for the
Secondary YearsPeter HendryCEM INSET PROVIDER
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SOSCA SECONDARY ON SCREEN CURRICULUM ASSESSMENT

• Key Features
• Curriculum-based assessment in Reading (English),
  Maths and Science
• Taken in April/May at the end of KS3/Year 9 by
  13-14 yr old pupils
• Computer adaptive so it is suitable for pupils of
  all abilities

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• Provides
• Assessment feedback pupil standardised scores
  and IPRs (relative to the rest of the SOSCA
  cohort), and school band profiles
• Predictive data and chances graphs to GCSE at
  school, subject and pupil level

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SOSCA provides (contd.)

• Value-added data for SOSCA performance in Maths,
  Science and Reading, and how well each pupil has
  progressed relative to their own ability from
  MidYIS and/or PIPS baseline
• Value-added data for GCSE from the overall SOSCA
  curriculum baseline

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Assessments and Subsections

• The Reading assessment consists of
• Speed Reading
• Hunter Grundin
• Comprehension

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• The Mathematics assessment consists of
• Number and Algebra
• Handling Data
• Space, Shape and Measures

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• The Science assessment consists of
• Biology
• Chemistry
• Physics

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The following assessment feedback is provided

• Nationally-Standardised Scores
• Mean 100, Standard deviation 15
• National quartile bands A,B,C and D
• Pupil average scores
• School band profile graphs
• Predictions and Chances Graphs (School and Pupil)
  
• Individual Pupil Records (IPRs) including
  stanines and percentiles

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Bands, percentiles, standardised scores
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SOSCA Standardised Feedback 2008
SCHOOL A
Sort data by
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School A
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School A pupil no.1
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School A pupil no.1
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• A low Reading score might indicate a difficulty
  which could
• contribute to under-performance in most, if not
  all subjects
• cause frustration and affect learning
• And should lead to further investigation to help
  solve the problems of Reading

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• A low maths score, relative to Science and Maths
  could indicate potential problems in many subject
  areas which require
• numerical skills
• logical thinking
• non-verbal skills

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School B READING
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School B MATHEMATICS
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School B SCIENCE
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SOSCA GCSE predictions
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SOSCA School C RESIDUALS
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School C
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School C
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Using the scatter graphs
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Gender analysis

• Use excel spreadsheets and filter data
• Do differences confirm what you already know?
• Are there implications for the 11-14 age
  curriculum?
• Study the data on the next slide what concerns
  arise from this analysis?

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School D
Male
Female
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• USING SOSCA DATA summary
• Measures achievement and pupil progress at end of
  key stage 3, prior to the start of GCSE
• Aids the process of setting GCSE targets and
  subsequent pupil monitoring
• Informs teaching and learning through monitoring
  and self-evaluation
• Provides feedback to pupils, parents, staff and
  governors from a reliable, objective and
  independent assessment

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thank you Peter HendryCEM INSET Provider
peter.hendry_at_cem.dur.ac.uk