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USING QCA and NFER tests for Assessment Many schools are now choosing to use NFER and or optional Year 3 - Year 5 tests as part of their long-term assessment programme. The Framework (P37) details the importance of such longterm assessments. The Cumbria Numeracy Team has put together this pack to provide schools with some guidance on effective ways of using the data collected from these tests. USING CUMBRIA'S TEST ANALYSIS SHEETS Analysis sheets are included on CLEO for all KS1 and KS2 test papers as well as the new Year 3, Year 4 and Year 5 optional tests. A blank sheet has also been included. The sheets should be used to analyse the appropriate completed and marked test papers for all the children who have taken the test. The sheets include: · the question number · a broad interpretation of the topic and programmed study reference · the mark awarded for each question · a table for recording individual children's names and level achieved The sheets are easily completed by going through each child's paper in turn noting in their response. A variety of ways may be used to record the children's responses: a) note with an x only those questions which the child answered incorrectly; b) record the number of marks awarded to the child for each question. Place a dot where the questions have been answered incorrectly and leave the box empty if the question has not been attempted. This process is repeated for each child starting from the lowest NC level moving across the page in Level groups to the highest level - for example, for the KS2 tests start at Level 2 first then Level 3, then Level 4 and then Level 5. When completed look for a pattern of questions or topics where more than the norm number of children have been incorrect. These topics/areas are those which the school and teachers should reflect upon. It may be that the topic/area can be taught more effectively or in a different way as it is these topics/areas that the children have not understood using the current teaching approach. In large cohorts of mixed ability then it could be normal for a diagonal pattern to emerge. It is the area/topics (*) which stand out from this diagonal pattern which should become the focus for reflection. However, it may also be possible to see for each level within the diagonal pattern areas/topics which could be improved for children at the various levels. For example: KS2 Level 2 * * Level 5

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This exercise also works for small cohorts although the diagonal pattern may not be seen. However, the anomalies which need attention can stand out even with only a very few children. These sheets produced by the Cumbria Numeracy Team have proved useful to schools and are recommended for use. Ways of Using the Data

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Both methods of recording pinpoint areas of strengths and weaknesses. However, interpretation of method may be easier if each symbol recorded (1, 2 · blank) is colour coded. This gives a clear picture of: a) strengths and weaknesses b) questions attempted c) questions not attempted Looking at specific groups of children e.g. are there some questions which seem to make the difference between children achieving a 2C and a 2B? Are there specific areas where boys out perform girls or vice versa? Are there areas where even the brightest mathematicians fail to score?

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If the tests are analysed in any of these ways the information can be collated to form a whole school profile. A suggested proforma is included to ensure that information is shared with the co-ordinator and relevant class teachers.

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ANALYSIS OF TESTS/NFER PAPERS

YEAR:

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STRENGTHS · · · · ·

WEAKNESSES · · · · ·

POINTS FOR ACTION · · · · ·

C:\Documents and Settings\Jon\My Documents\new_cnns_stuff\using_qca_nfer_assessment.doc

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