External Benchmarks Tests CAT4, MAP, CPAA and UAE National Agenda Priorities Mrs. Rinkle Jadeja Head of Elementary
UAE NATIONAL AGENDA
NATIONAL AGENDA TARGETS The UAE vision 2021 emphasizes the development of Cohesive society proud of its identity and sense of belonging Competitive Knowledge Economy Sustainable Environment and Infrastructure Safe Public and Fair Judiciary World-Class Healthcare First-Rate Education System
NATIONAL AGENDA TARGET-6 6. First-Rate Education System:
National Agenda KHDA introduced the UAE National Agenda Parameter in 2015-2016 as a way of measuring the progress that Dubai s private schools are making towards achieving their individual TIMSS and PISA assessment targets. The Last PISA assessment was held in 2018 and next PISA tests will be in 2021. The next TIMSS tests will be in 2019, the last before 2021. Schools are required to participate in international benchmarking tests and use the results to evaluate their progress towards meeting their National Agenda targets. The requirements for the National Agenda Parameter in 2018-2019 include two mandatory components, summarized in Table A below. The components cover all grades from Grade 3 to 9 (UK schools Years 4 to 10).
National Agenda Focus Table A: Mandatory components for all schools The National Agenda Parameter 2018-2019 components Targeted grades 1 GL Cognitive ability test CAT 4 Grades 3, 6 and 8 (UK schools: Years: 4, 7 and 9) Requirements Number of students All students in the targeted grades and all new students that joined the school in G3 G9 2 One benchmark assessment in Mathematics, Science and English (Arabic, Mathematics and Science for MoE schools) from those listed in Table B and specific to each curriculum. All grades from G3 G9 (in UK schools: All Years from Y4 Y10) All students in the targeted grades 3 OECD PBTS PISA based Test for Schools Grade 10 (UK schools: Year 11) All students in Grade10 (UK schools: Year 11)
Focus on MAP Assessments content
PISA (Programme for International Student Assessment) Every three years 15 year olds 2009 2012 2016-2018-2021 Reading, Mathematics and Science TIMSS(Trends in International Mathematics and Science Study) Every four years Year 5 and Year 9 2007 2011 2015-2019 Mathematics and Science PIRLS(Progress in International Reading and Literacy Study) Every five years Year 5 and Year 9 2011-2016- 2021 In the PISA 2012 assessment UAE ranks 46 out of 65 countries. In the TIMSS 2011 assessment UAE ranks 23 out of 42 countries. TIMSS 2015 Result was announced in 29 th November 2016
The summary is as below- TIMMS Maths Grade 4- UAE has stood at 34 th place. Grade 8-UAE had stood at 17 th place. TIMSS- Science Grade 4- UAE had stood at 39 th place. Grade 8-UAE had stood at 23 rd place. 2/7/2019
The summary is as below- TIMMS Maths Grade 4- UAE has stood at 34 th place. Grade 8-UAE had stood at 17 th place. 2/7/2019 TIMSS- Science Grade 4- UAE had stood at 39 th place. Grade 8-UAE had stood at 23 rd place. http://timssandpirls.bc.edu/timss2015/inter national-results/download-center/
DIS-PISA Scores and Targets Maths Science Reading 2015 Scores 443 437 437 2018 Our Target 477 472 476 DIS-TIMSS Scores and Targets Maths Grade 4 Science Maths Grade 8 Science 2015 Score 403 396 430 430 Our Target-2019 467 449 479 478
Comprehensive Content Coverage Mathematics Framework Grade 4 Fourth Grade Content Domains Percentages Number 50% Measurement and Geometry 30% Data 20% Number Number provides the foundation of mathematics in primary school. The number content domain consists of three topic areas. The fifty percent of the assessment devoted to number is apportioned as follows: Whole numbers (25%) Expressions, simple equations, and relationships (15%) Fractions and decimals (10%)
Comprehensive Content Coverage Science Framework Grade 4 Fourth Grade Content Domains Percentages Life Science 45% Physical Science 35% Earth Science 20%
Mathematics and Science Cognitive Domains Grades 4 & 8 Reasoning Reasoning (20-30%) Analyze, integrate/synthesize, generalize, hypothesize/predict, draw conclusions, justify, solve nonroutine problems and conduct investigations Applying Applying (35-40%) Compare/contrast, model, represent, use relationships and concepts to solve problems Knowing Knowing (30-40%) Recall, recognize, classify, define, measure
The UAE National Agenda What steps has Dubai International School taken to meet the UAE National Agenda targets and the UAE Vision 2021?
The UAE National Agenda We have invested in International and National Benchmarking Assessments to ensure that our assessments are accurate and in-line with National and International standards. The results from these feed into the levels reported to parents throughout the year.
The UAE National Agenda These assessments include: MAP (Measure of Academic Progress) CAT 4 (Cognitive Ability Test Grade 2 upwards) CPAA ( Children s Progress Academic Assessment) TIMSS (Grades 4 and 8) PISA (15 years old - Grade 9) PIRLS (Grade 4 -Comprehension and online reading )
The UAE National Agenda PISA Use results to adapt the curriculum and assessment to be aligned with PISA test requirements in content and skills. Schemes of work, Curriculum Maps includes topics, activities and strategies to encourage thinking, reasoning and evaluating skills in real life context. Lesson Plans to have critical thinking questions and focus being PISA questionnaire. Share PISA 2015 results and resources with teachers and guide them to adapt their planning, instruction, and assessment. Focus on the Math content domains (Change and relationship, Space and shape, quantity, Uncertainty and data), focus on Science Domains as per PISA requirements. The addition of Guided Reading into the curriculum will raise comprehension standards. Additional curriculum time will be allocated to the teaching of English with greater focus on the use of texts and comprehension. Reading was the main focus of 2017-18 PISA and reading will be covered for our students through various subjects
The UAE National Agenda- TIMSS We used past TIMSS results to adapt the curriculum and assessment to be aligned with TIMSS test requirements in content and skills. Schemes of work, Curriculum Maps includes topics, activities and strategies to encourage thinking, reasoning and evaluating skills in real life context. Lesson Plans to have critical thinking questions. Share 2011 TIMSS results and resources with teachers and guide them to adapt their planning, instruction and assessment Focus on developing the science content domains (Earth Science, Life Science and Physical Science) and cognitive domains Focus on developing the Math cognitive domains (knowing, applying and reasoning) and content domains (Number, Algebra, Geometric Shapes and Data Display). Math activities designed around the concept of problem-solving and the application in real life situations. Started preparing grades 3 and 7 by aligning their assessment with TIMSS test requirements so that they are ready for 2019 TIMSS To create a rigorous assessment policy to ensure student progress and attainment is mapped robustly.
The UAE National Agenda To ensure that 90% of Emirati students complete their high school education Dubai International school met and exceeded this target as 100% of our students complete their high school education. Students are provided with guidance and support by teachers and support staff to meet academic targets and encourage high school success and diploma achievement. Parents are communicated regularly to raise awareness of the importance of high school graduation and higher education. Guidance Counselor to be appointed to continuously support students for successful career choices and meeting graduation requirements as per USA credit system. To create a rigorous assessment policy to ensure student progress and attainment is mapped robustly.
The UAE National Agenda To ensure that 95% of children in the UAE attend preprimary education - Dubai International School has its own pre-nursery- Kids Academy and students enrollment is increased since last academic year. DIS has ensured a Holistic development of children on the academic and social emotional levels. DIS has Improved parents involvement in school preprimary orientation and extracurricular activities and programs. SEND department has increased its qualified staff and added resources to attract parents to enroll their children with special needs to welcome students at DIS.
The UAE National Agenda To ensure that 100% of public schools have highly-effective school leadership DIS has recruited educators/leaders that contribute to the success of the school and has continued to improve leadership skills through internal and external PDs. DIS identifies leadership skills in existing staff and invest in their capabilities and development. DIS plans to further improve communication between school leaders and teachers. A very effective and confident student leadership body both Elementary, Middle and High participate and contribute in school initiatives development and implementing of school policies and initiatives. A strong and distributed leadership body with a clear action plan to ensure that the school exceeds the National Agenda with consistent and regular monitoring and evaluation. Student leadership conference dedicated to discussing ways forward on National Agenda.
The UAE National Agenda To ensure that no students need to join the university foundation Programme - Under-achieving students are targeted and provided with ongoing support from remedial classes to increase their performance. Remedial Classes made available to support under-achieving students with study skills and academic achievement. SAT training courses to prepare students to take the SATs. IELTS training integrated within the English course.
The UAE National Agenda Improve differentiation strategies and modification and adaptation of Curriculum Planning Using CAT4 Data Conducted professional development sessions for school leaders on how to read CAT4 students data and plan differentiation, modification of curriculum accordingly. Trained teachers on how to read and discuss Learners profiles with classifying them based on their cognitive abilities and learning preferences
CAT4 (Cognitive Ability Tests)
True or False Think of any two sentences describing yourself. The catch is, two of the statements are true and one is false. Try to guess which one is the false one.
What are standardized external assessments and why use them? 1. CAT 4 (potential)- Cognitive Abilities Test 2. MAP Tests- Measures of Academic Progress (attainment and progress year on year) 3. CPAA- Children s Progress Academic Assessment 29
CAT4 Assessment batteries 2 Verbal Verbal Classification Verbal Analogies 2 Quantitative Number Analogies Number Series 2 Non-verbal Figure Classification Figure Matrices 2 Spatial Figure Analysis Figure Recognition Verbal thinking with words Non-verbal thinking with shape Quantitative thinking with numbers Spatial- thinking with shape and space
CAT4 Summary presentation for senior leaders Group analysis (by battery)- Example
What does CAT4 do? Provides a rounded profile of pupil ability so you can target support, provide the right level of challenge and make informed decisions about pupils progress. It provides a unique profile of strengths and weaknesses across four batteries: Verbal Reasoning the ability to express ideas and reason through words is essential to subjects with a high language content, and the most obvious skill picked up by traditional assessment. Non-verbal Reasoning problem-solving using pictures and diagrams; skills which are important in a wide range of school subjects, including maths and science-based subjects. Spatial Reasoning the capacity to think and draw conclusions in three dimensions, needed for many STEM subjects, but not easily measured by other datasets. Quantitative Reasoning the ability to use numerical skills to solve problems, applicable well beyond mathematics.
Standard Age Score CAT - 4 ANALYSIS 2018-19 Descriptor KEY Corresponding Percentiles Comments CAT 4 127-141 Very High 97-100 119-126 High 90-96 Gifted & Talented 112-118 Above Average 78-89 104-111 Average 61-77 97-103 Average 41-60 100 is the average score 89-96 Average 24-40 82-88 Below Average 12-23 74-81 Low 5-11 Consider further assessment to identify whether a specific learning difficulty exists 59-73 Very Low Students may benefit from withdrawal from mainstream 0-4 teaching.
CAT 4 Analysis 2017-18 Grade 3 Mean Average Scores- Who are Grade 4 this Year G r a d e 3 CAT4 Results Different Groups No.of Students Grade 3 2017-2018 164 Group Verbal mean SAS Quantitative mean SAS Non verbal mean SAS Spatial mean SAS Overall mean SAS All students 98.0 104.0 109.6 101.0 103.4 Male 97.4 103.8 108.7 100.7 102.9 Female 98.9 104.3 110.8 101.4 104.0 Emirati 98.3 104.4 110.7 101.1 103.9 SEND 89.7 89.0 99.3 88.0 91.3 Analysis: * The students are slightly above average in Quantitative or numerical reasoning, Non- verbal reasoning and spatial ability. * They show below average capability of Verbal and relatively in line with the national average in spatial ability. * Girls shows slightly better verbal reasoning as compared to boys, moreover, both Boys and Girls are also good in thinking with numbers and thinking with shapes. Action plan/strategies: * A slight bias for learning through reading, writing and discussion may be considered. Introduce Public Speaking competitions * Implement reading and writing across the curriculum. Guided Reading to be introduced in curriculum. Resources Linked to Guided Reading to be ordered. * Incorporate Teacher Map report to differentiate instruction and meet individual student needs.
Reporting to stakeholders: 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
Cognitive strengths and weaknesses
The four cognitive batteries eg Yousef
Narrative on the implications for teaching and learning Yousef has a very strong understanding of spatial concepts, with average verbal reasoning skills. Students with such high levels of spatial ability are often characterised as intuitive and as those who see the bigger picture. This can be at the expense of a lack of attention to detail which may be characteristic of Yousef. Yousef should be encouraged to explain his understanding of spatial activities and reflect critically upon them to further enhance his verbal reasoning skills.
ISRT: eg Yousef s Learning Bias
The spatial learner Students with an extreme preference for learning in visual and spatial ways will display some of the following characteristics: Weakness (perceived and actual): spatial strengths at the expense of verbal skills Poor on detail Unresponsive to rote learning Often have poor handwriting May be poor oral reader Averse to routine (so many appear uncooperative) Disorganization
The spatial learner in the classroom Techniques that support the spatial learner will also help other students develop their spatial skills: Inductive learning start with the concept and from this generalize the rule Real life scenarios Provide a task or problem and allow students to find their own way to complete or solve it Hands on learning
The spatial learner in the classroom Use models, diagram, pictures. Visual representation both teacher and student Allow note-taking to be distinctive Use color and allow use of color and colorcoding Allow children to move and gesture Allow children time to supply verbal answer
What does this mean- Grade 3 Intervention strategies
Scenario- Grade 4 Ahmed Individual Student Report for Teachers KEY- SAS- Standard Age Score NPR- National Percentile Rank ST- Stanines
Individual Scatter gram A moderate preference for verbal over spatial learning. Ahmed enjoys learning through written texts, writing and discussion but should also perform well when using visualisation and learning through working with pictures, diagrams, 3D objects, mind maps etc. His spatial ability is in the average range so he will like learning methods such as modelling, demonstrating and simulations. He will do very well in language-based subjects but may perform at a slightly lower level in subjects such as STEM that draw on his spatial ability.
Ahmed Ahmed Ahmed Ahmed Ahmed Ahmed
The UAE National Agenda With the partner sat next to you, spend five minutes discussing how you can contribute to the National Agenda framework as parents in the school.
MAP (Measures of Academic Progress ) NWEA Northwest Evaluation Association
What is MAP? Measures of Academic Progress (MAP) is a computerized test given to students at DIS in Grades 3-9 in Reading, Math and Science. MAP is the computerized test given to students. NWEA (Northwest Evaluation Association) is the nonprofit educational services organization that creates the assessment
MAP Growth By the Numbers 10+ Million Students Tested Annually with MAP 4.5 Billion Test Items Responses 7,600 + Current Educational Partners In Over 141 Countries Worldwide 46+ Million Assessments Administered
Why do we use MAP? MAP tests are tailored to a student s current achievement level and measures growth over time. As a result, each student has the same opportunity to succeed and maintain a positive attitude toward testing. Furthermore, with MAP we can administer shorter tests and use less class time while still receiving detailed, accurate information about your child s growth. Following each testing period, you will receive a report showing your child s growth. The test provides immediate information to students, teachers and families three times a year (fall, winter, spring).
How Does it Work? Students are tested in Science, English (Reading and Language) and Mathematics on the computer Questions become more difficult with each correct answer, or easier with each incorrect answer Tests are about 1 hour long Reports are provided after each test to show growth, areas of strengths, areas to improve and goals for the year
What does the MAP test look like? Sample Math Question Work the problem on your scratch paper Click on the best answer Click on the <Go on> button
What does the MAP test look like? Sample Reading Question Read the passage and select the best answer Click the <Go on> button
Rasch unit (RIT) Scale Equal interval Used to show growth over time Independent of grade level 250 120 Grade-Level Norms 10 9 8 7 6 5 4 3 2 1 K
Normative Data: Bringing Context to the Data Grade-level norms Typical performance Beginning, middle, and end of year NWEA MAP provides schools with norms every three years. This is anonymous data from more than 10 million students around the world. Knowing the top, middle, and bottom scores of all these students combined allows teachers to compare where one student is relative to other students and helps them identify how to help students grow.
RIT can be thought of as READY FOR 250 INSTRUCTION TODAY 195 120 59
What does it Measure? Reading Foundational Skills (phonics/phonological awareness/print concepts) Language and Writing (conventions/language usage and grammar) Literature and Informational (Key ideas, details, craft, structure in each) Vocabulary Use and Functions (Context Clues and References, Acquisition of new words and usage) Tests measure the essential skills that work together so that you can most effectively read and do math. Math Operations and Algebraic Thinking (Represent & Solve Problems, Properties of Operations) Number and Operations in Base Ten (counting, order of numbers, place value, basic addition and subtraction) Measurement and Data (measuring and graphing, data interpretation) Geometry (Reason with shapes and their attributes, fractions)
How Does it Measure? Similar to a growth chart, MAP tests measure your students growth in Math, Reading and Science each year. The scale used to measure progress is not feet and inches, but a RIT scale. Reports provide scores for each skill area to determine strengths, areas to improve and overall score
Sample Student Progress Report Student Score Projected Growth Norm Group Ave National Percentile Ranking Lexile Range
Student Progress Reports
Understanding Your Child s Progress Report UAE
Understanding Your Child s Progress Report
What is a Lexile Measure? The Lexile Framework is for Reading. A Lexile range is a score (displayed as a 150-point range) resulting from a correlation between NWEA s RIT score and the Lexile scale that helps identify reading material that is at an appropriate difficulty level for an individual student (see Student Goal Setting Sheets and Reports). It allows educators and parents to find books, periodicals, and other reading material that should stimulate a student to learning while rewarding their current reading abilities.
Sample Lexile Level Books for a frame of reference on leveled books
What can you do with Lexile? www.lexile.com
Children s Progress Academic Assessment Grade 1 and 2 CPAA is conducted with Grade 1 and 2 similar to MAP and to prepare them for MAP
Websites for Parents and Students Borrowed from NWEA Parent Tool Kit found at http://www.nwea.org/support/article/930/parent-toolkit