Mathematics SATs Analysis Grids User Guidance Notes

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1 Mathematics SATs Analysis Grids User Guidance Notes What are the grids for? The aim of the grids is to enable s to analyse the results of optional and end of key stage SATs to highlight where children are performing well or poorly. This may show areas of the mathematics curriculum where extra input is required, e.g. by changing the number of days allocated or by changing the order of the units on the medium term plan. This can also enable curricular s to be set for classes, individuals or groups. You can complete the analysis grids with pencil and paper, using those supplied by QCA, or use the excel grids to assist you to work out many of the lengthy calculations automatically. They will also total the scores for each question and each child and give a clear indication of any patterns in children s responses. How are the grids arranged? All grids are in Microsoft Excel format and are included on the disc so that analysis across the years can be coordinated. The grids have a number of sections, shown on the tabs on the bottom of the worksheet: The question list, which shows a summary of the questions from the SAT paper. The analysis grid, where responses to the test questions are inputted and analysis can be seen numerically. The analysis chart, which shows the areas of strength and weakness in the strands of the framework in a graph. The comparison chart compares the attainment of the filtered group with the whole cohort (by strand or question) The summary chart which shows how many children have achieved each level in the test. The analysis information which helps to summarise information and show achievement against national expectations The report compiles information for summary report. Key information need entering in the spaces identified. How can I use the grids? The grids are fairly straightforward to complete with spaces for simple pupil information, such as their names and dates of birth and series of boxes for entering the scores for each question for individual pupils. If there are more than one class in a year group, it is best to put all the data onto one grid, either in one go, or by cutting and pasting the information together. Information can be sorted by class / set / year group later, giving a more powerful set of data. Click on the tab to bring up the analysis grid. Enter the date the test was taken in 17/5/2004 format. This will allow the spreadsheet to calculate the ages of your pupils and automatically work out the age standardised scores. Enter the surname and Christian name in the columns provided and if you want to have the standardised scores automatically calculated, enter the date of birth in the format 6/3/92: the pupil s age in years and months is automatically calculated in the next column to the right. Now enter the question score under the appropriate question number, which is usually a 1, 0 or occasionally 2 marks, as highlighted in red below. If a question was not answered just leave the space blank. There are spaces for question scores for all papers including the mental tests. Once completed, the software gives raw scores and percentages for each paper and the whole test. As you enter the marks from the papers, you will notice the percentage of children answering each question correctly is shown above the question number. It changes to green if 75% or more children from those entered answered the question correctly, and changes to red if less than 25% have answered it incorrectly.

2 What do the analysis grids show us? The grids add up the scores from each paper of the test and picks out the questions by type, drawing them together according to the framework strands as shown here: C Calculations N Numbers and the number system P Shape and Space H Handling data S Solving Problems The areas of strength and weakness for the whole group are shown graphically on the maths C sheet. To see this click on the relevant tab at the bottom of the worksheet: This will give you a clear idea about the areas of strength and weakness across the year group and will allow you to think about altering the teaching time spent on topics in the autumn term. For example, here there is strength in Handling Data and a weakness in Solving Problems. As you analyse each year group one by one, it may become clear that every year group is weaker in one particular area, so use this to help you to create some whole school development work in the year ahead. You can look in more detail at pupils strengths and weaknesses using the question list tab. This will show you a brief description of each question and also a match to the yearly teaching program in which pupils first encounter the skill needed to answer the question. It also shows the percentage of pupils who answered each question correctly. On the top menu click TOOLS, select PROTECTION and the UNPROTECT SHEET. Then click on the % of total correct box and click on from the toolbar to order the questions from least well answered to best answered You can use this information to identify the type of questions pupils struggle with and those they can answer well. The YTP (yearly teaching program column) is important when considering this information.

3 As well as simple analysis to show areas of strength and weakness, the grids can also be used to draw some simple conclusions from the data. If you click on the analysis tab at the bottom of the page, you will see a screen similar to this one: Pupils within the dark blue band MUST have a assessed score allocated. This can be overwritten on the maths G sheet, in column EH. This shows how individuals are performing against national expectations. The children in the amber section (just below the expected level) may benefit from ed work or further support through springboard intervention programmes next year. Check to see who has scored in the red area and consider whether these pupils need to be using an IEP / GEP in maths. Pupils falling in the dark blue area did not score enough points to gain a level from the test. These pupils MUST be allotted a assessed level. This can be entered on the maths G sheet, in column EH. If you prefer to see some of the information as a graph, click on the summary chart tab at the bottom of the page. This will show the number of boys and girls at each level from the year group to help with tracking.

4 What else can the grids do? The analysis grids can also give you information about how well groups of pupils or individuals are progressing. If you look on the main analysis grid and scroll to the right you will see there is a section called analysis by groups. Here you can enter as much or as little information you need to suit your school. It might be that you wish to compare boys and girls, those who had been involved in springboard this year, those with EAL, those working in different ability groups, those with SEN and so on. Choose a simple code for the data (i.e. F for females, M for males) and enter data into some or all of the rows as in the example shown above. Use the filter arrows to pull out the children you want to know more about. These are shown at the top of each column, as shown below. You may well want to enter a code to be able to filter into attainment groups to set group curricular s for pupils. Click on the arrow and choose who it is you want to pick out all the entries from the column are shown, for example, here chooses just the girls from the year group. Now if you click on the analysis chart again, the graph has been drawn again, this time just showing the group you have picked out. To get the entire year group back again, click on the filter arrow again and select (All). Also, if you want to show the analysis graph for an individual child, go the filter arrow at the top of the names column and choose the pupil name from there. When you filter a chosen group on the grid sheet you will notice that the chart and question sheets now show the information for your filtered group. This means you can find out the strengths and weaknesses for a particular chosen group and so match the needs of particular pupils or groups of pupils very closely indeed by following the instructions at the bottom of page 2. You can also view the summary chart information for your selected group. Click on the comparison tab you to see a chart displaying the progress of your selected group against the whole cohort. This can be useful when considering whole class weaknesses or gender issues. Finally the report tab compiles key information about attainment into a report. Information gained during the analysis needs to be entered into spaces indicated. This should support you in producing summary reports. Test analysis outcomes combined with assessment information (recorded on class key objective record sheets) can be used to identify current strengths and areas in which children are doing less well. This information can be used to set s. Staff need to identify how they will adjust planning, teaching approaches or resources to address identified areas of weakness. Coordinators need to consider how staff will be monitored and supported in identified areas. Some key questions you need to address during data analysis are shown on pages 5 and 6. The most effective way to do this is to identify three or four objectives which are strengths for the cohort as a whole and then up to three objectives which are areas to be prioritised in the coming year. Ideally, this should be done working jointly with colleagues, perhaps in a staff meeting. Teachers will need to look at the test analysis grids, copies of the test papers and the class key objective records. The strengths and priorities that have been identified can then be recorded on forms like the one on the pages 7 9.

5 Some questions to consider when looking at National tests and QCA optional tests These questions are designed as a prompt sheet for use by a co-ordinator when looking at data from marked Yr2/6 national tests and Yr 3, 4, 5 QCA optional test scripts. The analysis has two main elements, analysing data produced by using the LEA Excel breakdown grids and analysing pupil answers using the scripts themselves. Looking at completed Excel breakdown sheets Success Which questions have the children had the most success with (over %) What areas of the mathematics curriculum are these questions from? Are any of the questions from the same or similar areas of the curriculum? Areas for development Which questions have children had the least success with? (less than %) What areas of the mathematics curriculum are these questions from? Are any of the questions from the same or similar areas of the curriculum? What s may need to be set? Considering groups of pupils How many pupils are working just below the expected level? These pupils may need additional support or an intervention programme. What areas of the mathematics curriculum are strengths and weaknesses for these pupils? What s may need to be set? How many pupils are working above the expected level? What areas of the mathematics curriculum are strengths and weaknesses for these pupils? What s need to be set? The school may also be involved in tracking the progress of certain groups of children such as EAL, SEN, More Able, gender etc, these can also be identified on the grids. What are the strengths and weaknesses of these groups? The school context Are there any areas of the mathematics curriculum that have been a priority this academic year within key stages, year groups or individual groups of children? (E.g. using number lines, use of mathematical vocabulary, problem solving) How successfully have questions involving these areas of the curriculum been answered? What percentage of children answered these questions successfully? How does the success in these particular areas compare to other areas of the mathematics curriculum?

6 Looking at the scripts It is important upon completing the grids to refer back to the scripts themselves. Occasionally, the completed grids do not immediately show up areas of strength or areas for development. By looking at the scripts it is possible to identify calculation methods, (including jottings) used by the children, errors and misconceptions and approaches to answering the questions. It can also identify strengths and areas for development in those questions that require an explain your working or explain how you know answer. For questions that have been answered most and least successfully by the children, select a sample of marked scripts and consider the following points. What strategies have children used for answering these questions? Is there any annotation of the questions themselves? (e.g. underlining or circling key words/information, crossings off or tallies for ensuring all objects are counted) Are the questions in a problem-solving context or are they simple computation/recall of facts? Are the questions single or multi step problems? Do the questions require a written explanation? Do the questions contain a lot of written information including specific mathematical vocabulary? Are there any similarities between the most successfully answered questions? Are there any similarities between the least successfully answered questions? Are there approaches children are using in the successful questions that could be applied to the least successful questions. (e.g. jottings and annotation, number lines, meth

7 Pupil setting summary sheet for Mathematics Reception Foundation Stage Profile) Date: Y1 Y2 end of key stage sats and ongoing

8 Y3 optional sats and ongoing Y4 optional sats and ongoing Y5 optional sats and ongoing

9 Current year Weaknesses identified taken Pupils identified for these groups Whole cohort 2 More able Pupils on track Less able Whole cohort 3 More able Pupils on track Less able Whole cohort 4 More able Pupils on track Less able Whole cohort 5 More able Pupils on track Less able