So what does that tell us?
Aims of the course
- Understanding and using standardised assessments within a whole school and ‘vulnerable group’ context.
- When, how and where to use them, and what they mean.
- Implementing report recommendations as part of Quality First provision.
- Analysing the triangulation of assessment between assessment of learner, tracking against curriculum and qualitative data.
All teachers, co-ordinators and leaders of SEND, disadvantaged learners and other vulnerable learning groups.
The national agenda has now put responsibility for year-on-year pupil assessment firmly in the hands of individual schools. We have seen the first wave of national tests using scaled scoring. This takes us slightly further forward towards a standardised assessment system, but sadly falls short of being truly age-standardised. Nonetheless, it does mean that we will more easily be able to sit such assessment alongside a standardised learning profile of a child. In this course, we explore what such learning profiles might look like and examine the diverse uses for standardised assessment; from administering to interpretation, single tests to comparison across tests. We look at how we might be able to develop robust systems that meet the needs of all pupils, including the fragile learners and vulnerable groups.
Using Standardised and Cognitive Assessments – the Why, When and How!
Using standardised and cognitive assessments effectively to impact on pupil progress and outcomes.
Aims of the course
- To appreciate the definition, range and purposes of standardised and cognitive assessments: when it’s good to use them and when it’s not.
- To understand the vocabulary of standardised assessments: what the terminology means.
- To know how to administer standardised assessments with fidelity: basic guidelines for test administration to secure reliable results (BPVS III, PhAB and YARC are used as example assessments in this course, but the principles covered are applicable to most assessments).
- To know the qualifications required for the administration of different types of assessments: when you can do it yourself, and when you need someone more qualified.
SENCOs, Inclusion Managers, Assessment Co-ordinators and others administering assessments
This is an ideal course for delivering to SEN Clusters
Standardised and cognitive assessments can lift the lid on a child’s mind, adding significantly to our knowledge and understanding of their strengths and difficulties. They can help us to understand why a child may be struggling, and work out how we might modify our teaching and learning strategies. They can help us to identify in greater detail what is holding a child back. Some of these types of assessments are carried out by educational psychologists and specialists, but there are many assessments specifically aimed at school SENCOS to assist them, and their colleagues, with in-house exploration of a child’s learning toolkit. However, if pupils are to get the benefit of such assessments, they need to be administered confidently, thoroughly and rigorously. This course is for you if:
- You currently use standardised assessments for pupils with SEN, but you’re not certain that you’re getting the most out of them.
- You would like to make use of standardised assessment, but you’re not yet confident to know how to administer them well.
- You have standardised assessments in school, but you don’t know what to do with them.
- You find EP and specialist reports difficult to understand or interpret.