a comprehensive guide to interpreting your cat4 data
DESCRIPTION
Discover how to make the most of marking, managing and analysing your CAT data, ensuring you get full value from your investment in the UK's most widely used assessment of reasoning ability.TRANSCRIPT
![Page 1: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/1.jpg)
Tuesday 14th May 2013
Phil Wileman Group Training Manager, GL Assessment
CAT4 Seminar
![Page 2: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/2.jpg)
A 360o view of maximising students’ potential
Progress in English
Reading assessments eg. NGRT
CAT4
Progress in Maths
PASS
![Page 3: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/3.jpg)
The CAT4 reports:
• CAT4 Group report for teachers
1. CAT4 Summary report for senior leaders
2. CAT4 Summary presentation for senior leaders
3. CAT4 Individual report for teachers
4. CAT4 Individual report for parents
5. CAT4 Individual report for students
6. CAT4 Excel report
7. CAT4 Cluster report
![Page 4: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/4.jpg)
Using the Group report for teachers to:
Baseline new students in secondary school referenced to U.K distribution of ability
Spot underachievement Identify gifted and talented/SEN students
![Page 5: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/5.jpg)
![Page 6: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/6.jpg)
Using the Group report for teachers to:
Inform target setting
![Page 7: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/7.jpg)
![Page 8: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/8.jpg)
![Page 9: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/9.jpg)
CAT4 IB Diploma Programme Group report for teachers
![Page 10: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/10.jpg)
Using indicators for targets
• The pupil has ‘ownership’ of their targets;
• Sets high yet achievable targets (realistic expectations);
• Quantifies the amount of challenge involved;
• May be used strategically to identify students’ at borderline grades;
• one piece of information to inform subject choice (specific aptitudes and interests can be far more important).
![Page 11: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/11.jpg)
Examples of focus areas at a pupil/teacher target setting meeting
• What level appear to be easily within your reach? How do your expectations compare to the outcomes shown in the progress chart?
• What level could be achieved with a little more effort/support? Negotiate a 'target for attainment'.
• What aspects of the work do you find difficult or relatively easy? Where would you benefit from extra help? How can I better support you?
• What are the learning steps over the next half-term if we are to achieve this target (‘targets for learning‘)? All the principles of ‘assessment is for learning’ apply.
![Page 12: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/12.jpg)
Comparisons can also be made with other standardised tests … as they all use the same scale of standardised age scores
Here are just a few examples
of attainment tests:
Curriculum tests
- ‘Progress in Maths’ series
- ‘Progress in English’
Screening reading tests
- ‘Suffolk Reading Scale’
- ‘New Group Reading test’
Individual Reading tests:
- ‘YARC’
![Page 13: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/13.jpg)
Understanding the SAS scores
![Page 14: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/14.jpg)
![Page 15: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/15.jpg)
Attainment and Performance
Attitudes and Perceptions (PASS)
Ability and Potential (CAT)
Linking Ability to Performance
![Page 16: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/16.jpg)
Using the Group report for teachers to:
Identify learning ‘bias’ via the spatial/verbal profiles.
![Page 17: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/17.jpg)
![Page 18: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/18.jpg)
Using the Individual report for teachers to:
Focus in on the extended profile description For example with students with ‘biased’ learning profiles
Help set more challenging target levels for students using the detailed breakdown of probabilities of future attainment
indicators in national tests and exams
![Page 19: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/19.jpg)
![Page 20: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/20.jpg)
![Page 21: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/21.jpg)
![Page 22: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/22.jpg)
Inform and encourage support for a ‘holistic’ home/school partnership approach to maximise student performance.
Using the Parent and Student reports to:
![Page 23: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/23.jpg)
![Page 24: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/24.jpg)
Using the Senior Leaders report for teachers to: Monitor intake ability against national standards and to
monitor any change over time and to set a Baseline for the ‘value added’ by the school
Track and monitor special interest groups within the main cohort.
![Page 25: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/25.jpg)
![Page 26: A comprehensive guide to interpreting your CAT4 data](https://reader034.vdocuments.us/reader034/viewer/2022052217/5590530c1a28ab5a6d8b46c2/html5/thumbnails/26.jpg)
Summary of the possible uses of the CAT in school
• To identify students, or groups of students, who may be underachieving and require additional support/stretching.
• To inform target setting in national tests and public examinations.
• To identify individual pupils’ cognitive strengths and weaknesses (Learning Profile) to inform teaching & learning.
• To monitor intake ability against national standards and to monitor any change over time and to set a Baseline for the ‘value added’ by the school.