Why a new edition? - - PowerPoint PPT Presentation

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Why a new edition? - - PowerPoint PPT Presentation

Jan 31, 2024 378 likes •658 views

Why a new edition? ____________________________________________________________________________________________________________________________________________ Research-based assessment Structure of the assessment Test content

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Why a new edition?

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  • Research-based assessment
  • Structure of the assessment
  • Test content review – particularly verbal items for

relevance

  • New standardisation
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Customer research 2008-2009

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What schools need from CAT4 and what it will deliver:

  • Guidance on communicating to parents/other teachers
  • Help with further analysis of data
  • Manageable test time
  • More accessible Getting the best from CAT
  • Clear examples (case studies) in simple language
  • Up to date indicators
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CAT3 structure CAT4 structure

3 Verbal

Verbal Classification Verbal Analogies Sentence Completion

3 Quantitative

Number Analogies Number Series Equation Building

3 Non-verbal

Figure Classification Figure Analogies Figure Analysis

2 Verbal

Verbal Classification Verbal Analogies

2 Quantitative

Number Analogies Number Series

2 Non-verbal

Figure Classification Figure Matrices (was Figure Analogies)

2 Spatial

Figure Analysis Figure Recognition (New)

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Changed CAT3 subtests

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Verbal: Sentence Completion dropped – more dependent

  • n reading skill and educational background.

Quantitative: Equation Building dropped – more dependent

  • n formal maths knowledge.
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Changed CAT3 subtests

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Non-verbal: Figure Analogies retained but redrawn in 2x2 matrix format, to allow introduction of harder 3x3 items demanding more complex reasoning. Figure Analysis is not dropped but re-classified as a Spatial subtest.

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Changed CAT3 subtests

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Spatial: Figure Recognition is a new subtest that necessitates creating, remembering and comparing precise mental images of shapes.

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Figure Classification & Figure Matrices

  • Use both verbal and spatial

thought processes in combination.

  • Good indication of overall

ability independent of reading skill or spoken English.

  • Shape distinctions are easy so

difficulty lies in the reasoning aspect.

Figure Analysis & Figure Recognition

  • Involve creating, remembering

and mentally manipulating precise mental images.

  • Difficulty lies in the visualising

aspect.

  • Good indication of potential to

do well in particular subjects and careers.

Non-verbal and Spatial

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Verbal Non-verbal Quantitative Spatial

Pure extreme Pure extreme Hybrid

1. Verbal and Spatial are the ‘pure extremes’. 2. Non-verbal and Quantitative are hybrid batteries, which use both Verbal and Spatial to some degree, with that degree depending on the student’s inclinations. 3. Verbal and Quantitative are more likely to be affected by schooling to a greater degree than Non-verbal and Spatial.

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Trialling in autumn 2010

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6 test booklets trialled in each year group. Around 300 students took each booklet.

Year Number of students 4 2,028 6 1,870 8 2,179 10 2,114 Total 8,191

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Standardisation in autumn 2011

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Country Primary Secondary Total England 4,663 13,085 17,748 Wales 269 2,169 2,438 Scotland 259 2,439 2,698 Northern Ireland 179 1,645 1,824 Total 5,370 19,338 24,708

The numbers in the national standardisation were as follows:

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Country Primary Secondary Total National population England 87% 68% 72% 83% Wales 5% 11% 10% 5% Scotland 5% 13% 11% 8% Northern Ireland 3% 9% 7% 3% Total 100% 100% 100% 100%

Standardisation in autumn 2011

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Comparison with the national population:

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Delivery mode Primary Secondary Total Digital 1,123 13,412 14,535 Paper 4,247 5,926 10,173 Total 5,370 19,338 24,708

Standardisation in autumn 2011

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21% of primary students did the digital version but the majority (69%) of secondary students did the digital version.

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Further studies / Indicators

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  • Paper – Digital study
  • CAT3 – CAT4 equivalence study
  • Indicator updates
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Benefits of CAT4

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Verbal/spatial comparison offers a more clearly defined profile of a student’s learning bias or preference.

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Benefits of CAT4

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Group report for teachers is a single report which incorporates information formerly contained in several separate reports

  • Scores for students in a defined group with Standard Age Scores and

Group Rank

  • Analysis of the group against the national average
  • Chart showing the distribution of different learning preference profiles

across the group

  • Descriptors of each profile with listing of students who are in each

category

  • Indicators of future attainment in national tests and exams
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Benefits of CAT4

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Individual report for teachers is supplemented by dedicated reports for students and parents – with appropriate narrative and implications for teaching and learning

  • Detailed breakdown of scores for each student including SAS with

confidence bands, NPR, stanines and group rank

  • Profile description for each student indicating their learning preference

with written implications for teaching and learning

  • Indicators of future attainment in national tests and exams
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Benefits of CAT4

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  • Results less dependent on prior education – removal of sentence

completion and equation building

  • Level G for students aged 16 to 18 – above average ability to reflect usage
  • f CAT
  • Shorter test time
  • Streamlined teacher materials – all contained in the Teacher Guidance

Pack

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CAT4 reports – customer research 2011

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  • Reduce overall number of reports
  • Design reports by end user
  • Give sensible names
  • Include assessment overview information
  • Include statistical language explanations
  • Include more narrative
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CAT4 reports

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Key finding

  • CAT data is used to baseline new students in secondary school, set

targets, and identify gifted and talented/SEN students. Opportunity

  • To promote the further benefits of CAT, particularly regarding

understanding the profiles of individual students. Objectives for new report design

  • Make clearer the profile information for a student, with narrative support

taken from statement banks giving implications for teaching and learning.

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CAT4 reports

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Key finding

  • CAT data is used by the Special Needs Coordinators and Senior Leaders.

Opportunity

  • To support and encourage sharing of data with a wider group of

stakeholders including classroom teachers, parents and students themselves. Objectives for new report design

  • Design reports by end user, including parents and students, with clear

naming conventions.

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CAT4 reports

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Key finding

  • CAT is infrequently triangulated with other data.

Opportunity

  • To provide reminders of what the assessment is for and explain the value

alongside other data. Objectives for new report design

  • Provide written summary explanations of the value of the assessment and

how it can be used alongside other data.

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CAT4 reports

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Key finding

  • Standard Age Score (SAS) is the only value used by many.

Opportunity

  • Support understanding of other scores and their value.

Objectives for new report design

  • Provide a glossary of statistical language, a score relationships graphic and

marked up example results, explaining the various scores.

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New reports

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  • 1. CAT4 Group report for teachers
  • 2. CAT4 Summary report for senior leaders
  • 3. CAT4 Summary presentation for senior leaders
  • 4. CAT4 Individual report for teachers
  • 5. CAT4 Individual report for parents
  • 6. CAT4 Individual report for students
  • 7. CAT4 Excel report
  • 8. CAT4 Cluster report
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Level D Demo Part 2 Level D Demo Part 1 Level D Demo Part 3 Figure Classification Figure Matrices Verbal Classification Verbal Analogies Number Analogies Number Series Figure Analysis Figure Recognition

Each Part contains the following tests:

Demos

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