+ All Categories
Home > Documents > Web viewWord Reading. LRCA: Lucid . Exact . Reading Comprehension Accuracy. LRCS: Lucid . Exact ....

Web viewWord Reading. LRCA: Lucid . Exact . Reading Comprehension Accuracy. LRCS: Lucid . Exact ....

Date post: 17-Mar-2018
Category:
Upload: nguyennguyet
View: 233 times
Download: 4 times
Share this document with a friend
24
Unit 2 Assignment 2.1 Assessment Criteria 2.1 Explain how to collate, interpret evidence, and carry out further testing to identify learners who may require Access Arrangements in General Qualifications. Unit 2 Assignment 2.1 Analyse the range of data provided for a group of 20 Candidates. Refer to SEN/EAL status, pupil premium data, history of support, staff comments, evidence of underlying ability, screening test scores and individual test scores. Make recommendations for further testing, list any further information you would request and make recommendations for possible access arrangements. Please note that, as is made clear in the video presentation, the Lucid Exact was administered by a non-specialist in the centre and as such cannot be used as core evidence in section C of form 8. The scores can be entered into section A which is the centre’s own supplementary evidence. However, where a PAPAA student wants to use a score from the Lucid Exact as core evidence they will either need to re-administer that subtest on the parallel form (e.g. form B), or use an alternative test that they have administered themselves. In the video presentation it is assumed that the paper tests (e.g. DASH, WRAT 4, Access Reading Test) have been administered by the specialist assessor and can therefore be used as core evidence. Updated 08/03/17 1
Transcript

Unit 2 Assignment 2.1

Assessment Criteria 2.1 Explain how to collate, interpret evidence, and carry out further testing to identify learners who may require Access Arrangements in

General Qualifications.

Unit 2 Assignment 2.1

Analyse the range of data provided for a group of 20 Candidates. Refer to SEN/EAL status, pupil premium data, history of support, staff

comments, evidence of underlying ability, screening test scores and individual test scores. Make recommendations for further testing, list any

further information you would request and make recommendations for possible access arrangements.

Please note that, as is made clear in the video presentation, the Lucid Exact was administered by a non-specialist in the centre and as such

cannot be used as core evidence in section C of form 8. The scores can be entered into section A which is the centre’s own supplementary

evidence. However, where a PAPAA student wants to use a score from the Lucid Exact as core evidence they will either need to re-administer

that subtest on the parallel form (e.g. form B), or use an alternative test that they have administered themselves. In the video presentation it is

assumed that the paper tests (e.g. DASH, WRAT 4, Access Reading Test) have been administered by the specialist assessor and can therefore

be used as core evidence.

The data includes standard scores for some candidates with an EHCP. SMEN, Asperger Syndrome, VI and HI. For EHCPs and where a formal

diagnosis exists, strictly speaking standardised scores are not required. Centres can apply for access arrangements on the basis of ‘Substantial

Impairment’ using evidence of the 5 conditions (6 for a scribe) outlined in the JCQ regulations on pages 23, 26, 29, 35 and 49). For the purpose

of this exercise we have left them in, for 2 reasons: Firstly there are 2 exceptions to the ‘Substantial Impairment’ regulations. I.e. any candidate

needing an OLM and candidates with an EHCP who need 50 % extra time will still need standardised scores. Secondly the scores can give

Updated 08/03/17 1

guidance where a candidate is identified early in their GCSE course and evidence of the normal way of working from teachers has not been

forthcoming, there is still time to make an arrangement the normal way of working before the exam season.

Please also note that the CAT scores (Cognitive Ability Tests) of verbal, non-verbal and quantitative reasoning are given as an approximate

indication of underlying ability. They cannot be used as evidence for Access Arrangements.

Where you are recommending extra time for a candidate you should be noting what evidence you are basing your recommendation on. For

example:

• the use of the reader/scribe slows them down – this will not be based on standard score evidence but observation of the candidate

working with a reader/scribe

• instead of a scribe where the DASH score is below average

• potential results from recommended further testing with, for example, an assessment of Rapid Naming, Working Memory or Visual

Processing

Summary of abbreviations used:

SEN/EAL: Special Educational Needs/English as an Additional Language

S/E: Statement/EHCP

K: School Support (previously School Action+)

AN: Additional Need (previously School Action)

PPI: Pupil Premium Indicator

Updated 08/03/17 2

SpLD: Specific Learning Difficulties

MLD: Moderate Learning Difficulties

SMEN: Social, Mental and Emotional Needs

LWR: Lucid Exact Word Reading

LRCA: Lucid Exact Reading Comprehension Accuracy

LRCS: Lucid Exact Reading Comprehension Speed

LS: Lucid Exact Spelling

LTS: Lucid Exact Typing Speed

LHWS: Lucid Exact Handwriting Speed

CAT/NV: Cognitive Abilities Tests/ Non-Verbal Reasoning

CAT/V: Cognitive Abilities Tests/ Verbal Reasoning

CAT/Q: Cognitive Abilities Tests/ Quantitative (Maths Reasoning)

DASH: Detailed Assessment of Speed of Handwriting

WRAT/Sp: Wide Range Attainment Test (4)/Spelling

Access RT: Access Reading Test

PAPAA Unit 2 Assignment 2.1

Student name:

Assessor name:

Updated 08/03/17 3

Date of completion:

Updated 08/03/17 4

Candidate Name: JC Age: 15y Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTS/ESpLD

Y 93 84 76 88 84 80 91 89 88 77 98 78

Teacher/other comments: 5 teachers request scribe, reader, ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 5

Candidate Name: CG Age: 15y 10m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SMEN N 99 84 74 86 73 80 76 77 74 85 95 76Teacher/other comments: Mum says he doesn’t want AAsHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 6

Candidate Name: WB Age: 15y 3m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTS/E MLD

Y 57 93 104 59 60 68 75 76 79 59 68 <70

Teacher/other comments: 2 Teacher request reader, scribe, ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 7

Candidate Name: BM Age: 15y 2m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SpLD N 87 93 79 78 73 68 78 82 83 93 85 86Teacher/other comments: Candidate requests reader, scribe, ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 8

Candidate Name: KB Age: 15y 4m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK VI N 83 95 80 66 85 86 80 75 77 68 82 75Teacher/other comments: Enlarged paperHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 9

Candidate Name: KBr Age: 15y 5m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SpLD Y 72 64 75 56 80 82 90 77 86 50 76 80Teacher/other comments: 4 teacher requests scribe, reader, ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 10

Candidate Name: IQ Age: 15y 7m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SpLD N 83 80 86 66 83 98 81 77 74 55 84 <70Teacher/other comments: 3 teacher requests reader, scribe ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 11

Candidate Name: CK Age: 15y 8m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK DyslDyspraxia

N 98 86 75 76 73 <50 111 106 111 63 85 93

Teacher/other comments: 1 request: help with writingHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 12

Candidate Name: MR Age: 15y 1m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTEAL Polish

N 106 129 106 119 108 76 130 123 125 93 127 115

Teacher/other comments: Bilingual DictionaryHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 13

Candidate Name: NW Age: 16y Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK HI N 105 110 101 95 65 <50 92 102 96 95 99 89Teacher/other comments: 1 teacher request ET, NW can’t read his own writingHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 14

Candidate Name: WO Age: 15y 4m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SpLD N 101 102 84 80 88 63 120 103 88 55 95 100 (115

with ET)Teacher/other comments: Teacher requests 50% ET, scribe.Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 15

Candidate Name: EH Age: 15y 4m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SpLD N 107 104 92 97 101 126 115 122 106 127 99 105Teacher/other comments: Student requests ET.Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 16

Candidate Name: CM Age: 15y 5m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTN 90 87 85 78 109 110 94 84 81 118 80 72

Teacher/other comments: Parent request for ET due to weak spellingHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 17

Candidate Name: AH Age: 15y 7m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTEAL Urdu

N 99 101 91 80 93 107 117 106 98 109 97 <70

Teacher/other comments:Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 18

Candidate Name: CW Age: 15y 10m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RT103 87 99 75 109 107 96 101 78 105 80 94

Teacher/other comments:Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 19

Candidate Name: AF Age: 15y 10m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK SMEN N 104 103 103 77 106 107 95 101 88 100 91 85Teacher/other comments: LSA request separate invigilation.Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 20

Candidate Name: RH Age: 15y 11m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK HI N 87 89 140† 63 88 87 92 81 82 123 85 72Teacher/other comments: 1 Teacher Request for Scribe, OLM or ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 21

Candidate Name: JC Age: 15y 11m Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTN 107 108 94 106 98 83 125 107 97 80 109 105

Teacher/other comments: Parent request for ETHighlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 22

Candidate Name: AL Age: 15y 11m Sex: FSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTK Asperger

N 118 103 110 84 117 119 110 106 85 105 104 101

Teacher/other comments:Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 23

Candidate Name: AG Age: 16y Sex: MSEN/EAL PPI LWR LRCA LRCS LS LTS LHWS CAT/NV CAT/V CAT/Q DASH WRAT/Sp Access

RTS/ESL&C needs

N 104 93 88 91 91 82 107 87 95 105 94 76

Teacher/other comments:Highlight all the below average (<85) scores in one colour. Highlight other areas of concern in another colour.

What further assessment and other information might be needed?

Which Access Arrangements could be appropriate for this candidate?

Other comments:

Updated 08/03/17 24


Recommended