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Is development FORMATIVE assessment?

Great point RACH - Lighthouse achieving at Stanine 9 doesn't inform of next learning steps.

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-Need to use PAT in conjunction with what else you know..
2 Key Questions to ask in your school.
1. What is working well and why?
What is not and needs to change?

-Diagnostic and development and the other is evaluative..

PAT goes from Y3 to Y10

SCALE
-The difficulty range of the questions captures the range of achievement.
-Once a child achieves a scale score you can find the curriculum level they are working at. (I think BETH has a MODEL for this)

-Mid Stanine 5 is average
i.e. Math YEAR 8 = 55

PAT's designed by NZCER

Schools choice to

PAT's were designed to show progress and achievement
SCALE provides proof of progress and learning

-Use a scale score as a diagnostic TOOL

-Some assessments have overviews of the subject

NO PAT is 100 pecent accurate and has a margin of era..

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New ways to use assessment information

What does it mean to use data diagnostically and evaluatively?

Diagnostic - Determine students strengths and needs

Evaluative - What is their progress in relation to others? How successful have teaching progress and practices been?

The tests have been designed to show progression of learning in a specific subject

These tests are only one form of evidence and sit alongside other forms of data to assess learning needs

PD should be offered to all new staff on how to dissect and best use the data from PAT assessments

These questions should inform the decisions you make in assessment practice - What is working well and why? What is not and why?

An understanding of how the tests were designed can help to use them more effectively

Scales can be used to measure progress between terms, over several years and even just between tests e.g. pre and post intervention programme

Aligned to NZ Curriculum levels - Once a child achieves a scale score you can find what curriculum level they are working at

Do we as teachers have the opportunity to decide who sits what test when? Our school is set a certain test to deliver to students but what if they are not currently working anywhere near this level? Will this still accurately show progress? Do we need to work on personalising our tests?

Scale descriptors allow you to determine accurate next steps from these assessments

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Allows you to track a student's progress over time and across year levels.The scale score is a standard that shows where students should be working. You would expect students to be working at a higher level at the end of the year.
Assessment should be used to inform future teaching.

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Measurement Scale: The difficulty range of questions in any test is important because it will allow students to accurately demonstrate their knowledge capabilities e.g. If its to easy it will have a 'ceiling' effect, and if it's too hard will have a 'flooring' effect.
Scale score matches to the NZC level, so teachers can accurately identify gaps and next steps.
Multiple choice questions are deliberately used to reveal students 'ways of approaching' a problem or task, therefore revealing misconceptions, allowing teachers to fill in 'the gaps'

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Diagnostic and evaluative categories for assessment data. PAT (Progression Achievement Test), shows how student's progress in any given subject. Understanding intention provides relevant reasons for collecting data. PAT data is part of a range of ways data is collected to identify learning needs. Purposeful assessment: What is working well, what is not, and needs to change?
Diagnostic and development focused: Finding out about students strengths and learning needs.
Evaluative: To assess the overall effectiveness of programmes and interventions.
Understanding the scale is crucial to getting good diagnostics...

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I can't believe Rachel still has more to say!

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I can't believe Rachel still has more to say!

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While I have said that the test should predominantly be used to inform planning and teaching to meet the needs of the students, they are also a useful tool to measure how effective the learning programme has been.

Back on diagnostics - some tests have overviews and description of the 'next steps' if you like. They also have scale descriptors in the back of the PAT manual which are useful.

Finally
It is important that the test match the students capabilities. If the test is too easy it can have a ceiling effect. Similarly, if it is too hard it can have a flooring effect. Both will present you with very little valuable data.
Do we as a staff need to address this? We are using the recommend test for students age group but what about our lighthouse learners and our struggling learners?

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The cool thing about the PATs is that the progressions match the NZ curriculum levels which is really useful in informing planning and teaching.

The multiple choice questions for example are designed to reflect the various ways students might think about or approach a task or problem. In this way teachers are able to see the 'pot holes' and address these.

You can also track a student's progress over time and across year levels using the scale scores which show where abouts the student should be working ( middle Stanine 5).
Just beware that the standards are based on the performance of the standard group at the start of the year. At the end of the year your would expect students to be working at a slightly higher level.

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Use of assessment data comes under two categories
- Diagnostic and development
- Evaluative
I would argue that while each has its place we should be placing greater emphasis on the use of assessment as more of a diagnostic tool used to meet our learners needs.

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Rachel's Notes from the reading and webinar video

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Rachel's Notes from the reading and webinar video

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- PATs sit alongside a range of other evidence to assess learning needs.
- It is important we are purposeful in our choice of assessments.
-It might be a valuable exercise for our whole staff to sit down and discuss what is currently working well in terms of school assessments and why. As well as this we need to look at what is not working and what needs to change. What is the purpose behind the gathering of this data and how is it informing teaching and learning?