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 Sustainable
of its identity Environment
and sense of Competitive and
belonging Knowledge Infrastructure
Economy

Safe Public World-Class First-Rate

and Fair Healthcare Education
Judiciary 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 Requirements

2018-2019 components Targeted grades Number of students
1 GL Cognitive ability test – CAT 4 Grades 3, 6 and 8 All students in the targeted grades and
(UK schools: Years: 4, 7 and all new students that joined the school in
9) G3 – G9

2 One benchmark assessment in All grades from G3 – G9 All students in the targeted grades
Mathematics, Science and English (in UK schools: All Years from
(Arabic, Mathematics and Science for Y4 – Y10)
MoE schools) from those listed in Table B
and specific to each curriculum.

3 OECD PBTS – “PISA based Test for Grade 10 All students in Grade10
Schools” (UK schools: Year 11) (UK schools: Year 11)
• Focus on
MAP
Assessments
content
PISA (Programme for International Student Assessment)
Every three years
•15 year olds
• In the PISA 2012
•2009 –2012 –2016-2018-2021
assessment UAE
•Reading , Mathematics and Science ranks 46 out of
65 countries.
• In the TIMSS
TIMSS(Trends in International Mathematics and Science Study) 2011 assessment
Every four years UAE ranks 23 out
•Year 5 and Year 9 of 42 countries.
•2007 –2011 –2015- 2019
•Mathematics and Science TIMSS 2015
Result was
PIRLS(Progress in International Reading and Literacy Study) announced in
29th November
Every five years 2016
•Year 5 and Year 9
•2011 -2016- 2021
 The summary is as below-

TIMMS – Maths
Grade 4- UAE has stood at
34th place.
Grade 8-UAE had stood at
17th place.

TIMSS- Science
Grade 4- UAE had stood at
39th place.
Grade 8-UAE had stood at
23rd place.
2/7/2019
 The summary is as below-

TIMMS – Maths
Grade 4- UAE has stood at 34th
place.
Grade 8-UAE had stood at 17th
place.

TIMSS- Science
Grade 4- UAE had stood at 39th
place.
Grade 8-UAE had stood at 23rd
place.
http://timssandpirls.bc.edu/timss2015/inter
national-results/download-center/
2/7/2019
DIS-PISA Scores and Targets
Maths Science Reading

2015 Scores 443 437 437

2018 Our Target 477 472 476

DIS-TIMSS Scores and Targets

Grade 4 Grade 8
Maths Science Maths 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 (20-30%)
Reasoning • Analyze, integrate/synthesize, generalize, hypothesize/predict, draw conclusions, justify, solve non-
routine problems and conduct investigations

Applying (35-40%)
Applying • Compare/contrast, model, represent, use relationships and concepts to solve problems

Knowing (30-40%)
Knowing • 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 extra-
curricular 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 2 Quantitative
Verbal Classification Number Analogies
Verbal Analogies Number Series

2 Non-verbal 2 Spatial
Figure Classification
Figure Matrices 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.
 CAT - 4 ANALYSIS
2018- 19
KEY
Standard Age
Corresponding
Score Descriptor Comments
Percentiles

127-141 Very High 97 - 100

119-126 High 90 - 96 Gifted & Talented
Above
112-118 78 - 89
Average
104-111 Average 61 - 77
CAT 4 97-103 Average 41 - 60 100 is the average score
89-96 Average 24 - 40
Below
82-88 12 - 23
Average
Consider further assessment to
74-81 Low 5 - 11 identify whether a specific
learning difficulty exists
Students may benefit from
59-73 Very Low withdrawal from mainstream
0 - 4 teaching.
 CAT 4 Analysis 2017-18
Grade 3 Mean Average Scores- Who are Grade 4 this Year
CAT4 Results Different Verbal mean Quantitative Non verbal Spatial Overall

G Groups
No.of Students Group

All students
SAS

98.0
mean SAS

104.0
mean SAS

109.6
mean SAS

101.0
mean SAS

103.4

r Grade 3 2017-2018 164

Male
Female
97.4
98.9
103.8
104.3
108.7
110.8
100.7
101.4
102.9
104.0

a Analysis:
Emirati
SEND
98.3
89.7
104.4
89.0
110.7
99.3
101.1
88.0
103.9
91.3

d * 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.
e * 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:

3 * 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 color-
coding
▪ 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 7,600 +

Students Current Educational
Tested Annually with Partners
MAP
In Over
141
4.5 Billion
Countries
Test Items Responses
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
Grade-Level Norms
250
• Equal interval 10
• Used to show growth 9
over time 8
7
• Independent of grade 6
level 5
4
3
2
1
K
120
 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…
250

READY FOR
INSTRUCTION
195
TODAY

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)
• 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
Tests measure the essential skills subtraction)
• Measurement and Data (measuring and graphing,
that work together so that you can data interpretation)
most effectively read and do math. • 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

Projected Growth
Student Score

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