Interpreting Feedback from Baseline Tests
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CEM CONFERENCE EXETER
Interpreting Feedback from Baseline testsWhole School and Individual Student Data Day 1 Session 2
Geoff Davies
27th February 2013
Using Baseline Data for Teaching and Learning • Informing professional judgement • Begging Questions • Supporting teachers • Starting conversations • Starting a diagnostic process in some cases
How able is this year group? What are the strengths and weaknesses of this cohort? How did individuals perform?
Bands, percentiles, standardised scores…
C B A
D 0
50
60
70
80
90
100
110
120
130
140
Standardised scores Percentiles:
1
5
10
20
30 40 50 60 70 25
80 75
90
95
99
150
National Quartile Ability Bands BANDS BASELINE
D
C
B
A
ALIS: AV GCSE
6.55
Yellis %
>43
43-52
52-61
>61
STANDARDISED CABT MidYIS, Yellis and Alis
110
IN ANY COHORT, 25% OF THE POPULATION WILL BE IN EACH BAND. THE VALUES MAY VARY SLIGHTLY FROM YEAR TO YEAR
Band Profile Graph: all MidYIS cohort
A school with a ‘completely average’ intake would have 25% of pupils within each band.
Band D
Checking this graph each year will give you an immediate overview of your intake.
Band A
Independent schools only 2011-12 Overall: Percent in each Band Year 7 MidYIS Test 2011/2012 Independent Schools' Standardisation Year 7 MidYIS Test 2011/2012 Independent Schools' Standardisation
100
90
80
70
Percent
60
50
45
40
36
30
20 14 10 5 0 D
C
B
A
7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2012
35
32
Percentage
30 23
25
23
20 14
15 10 5
5
5
0
0 = 125
Well Above Far Above Average Average
A Grammar School present year 11 (5th year) YELLIS BANDS
Alis: year 12 students, two baseline profiles for the same school
Nationally, 25% in each band
Comments and potential implications?
Vocabulary: Percent in each Band Year 7 MidYIS Test 2011/2012
100
90
90
80
80
70
70
60
60 Percent
Percent
100
50
37
40
20
25
35 26
30
20
17
21
20
10
17
10
0
0 D
C
B
A
Band D
D
Band A
90
80
80
70
70
60
60 Percent
90
40
33
35
30
A
Band A
50
40
30
29
21 20
B
Skills: Percent in each Band Year 7 MidYIS Test 2011/2012
100
50
C
Band D
Non-Verbal: Percent in each Band Year 7 MidYIS Test 2011/2012
100
Percent
50
40
30
Maths: Percent in each Band Year 7 MidYIS Test 2011/2012
24
26
21
20
11 10
10
0
0 D
C
B
A
D
Comments?
C
B
A
Proof Reading: Percent in each Band Year 7 MidYIS Test 2011/2012
100
90
80
70
Percent
60
Skills: Percent in each Band Year 7 MidYIS Test 2011/2012
100
50
40
38 26
30
19
90
20
17
80
10 70
0 D
40
30
100
29
24
26
21
C
B
A
Perceptual Speed & Accuracy: Percent in each Band Year 7 MidYIS Test 2011/2012
50
90
20
80 10
70 0 D
C
B
A
60 Percent
Percent
60
50
40
30 30
24
23
23
D
C
B
20
10
0 A
What do the sections of the MIDYIS test measure? Vocabulary Score The Vocabulary component of the test is generally an important element for most subjects. For English, History and some Foreign Languages it is the best. However the Vocabulary score is perhaps the most culturally linked of all the scores. Those who have not been exposed to vocabulary-rich talk or a wide variety of reading material or whose first language is not English are unlikely to have developed as high a vocabulary score as they would have developed in a different environment.
Maths Score The Maths score is well correlated with most subjects but is particularly important when predicting Maths, Statistics, ICT, Design Technology and Economics. The Maths section has been designed with the emphasis on speed and fluency, rather than knowledge of Maths. Like the Vocabulary score, the Maths score is a good predictor of later academic performance.
Non-Verbal Score The Non-Verbal score is composed of the three sub tests: CrossSections, Block Counting and Pictures. The Non-verbal score is important when predicting Maths, Science, Design Technology Geography, Art and Drama. It provides a measure of the pupil’s ability in 3-D visualisation, spatial aptitude, pattern recognition and logical thinking. It can give an insight in to the developed ability for pupils for whom English is a second language
Skills Score
In the Proof Reading section pupils are asked to spot mistakes in the spelling, punctuation and grammar of a passage of text. eg mis-spelling of words like ‘there’ and ‘their’. The PSA (Perceptual speed and accuracy) section asks pupils to look for matches between a sequence of symbols on the left and a number of possible choices on the right. Given enough time most pupils would probably get the answers correct but we are measuring how quickly pupils can find a correct match. An interesting result from our work with the Deaf and Hearing Impaired community shows that on average, Hearing Impaired pupils score well above the national average on the PSA section of the test. The PSA section allows speed to be demonstrated free from the demands of memory. The Proof Reading and PSA tests are tests for the modern world, and are designed to measure fluency and speed. They rely on a pupil’s scanning and skimming skills, skills that are desirable in examination situations.
Individual Pupil Records: • Show pupils’ strengths and weakness of different sections of the baseline test • Bands A,B,C, & D (quartiles) • Scores are standardised to have a mean of 100 and a standard deviation of 15 • Tables and graphs which include error bars • Stanines and percentiles • Confidence limits
16
IPRs (Individual Pupil Record Sheets) Top of confidence limit
Bottom of confidence limit
An exercise for you on this later!!
Scores Standardised On A Nationally Representative Sample of Schools Standardised Scores
Sort Data By...
Mean Score: 100 Standard Deviation: 15
Average
100.6
95.9
105.3
99.2
98.1
St. error
1.1
1.1
1.1
1.1
1.1
Band
St. Score
MidYIS Score
Band
St. Score
Skills
Band
St. Score
Non Verbal
Band
Maths
St. Score
Band
St. Score
Vocabulary
On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2) • would not be higher than 100.6 + 2.2 = 102.8 • would not be lower than 100.6 – 2.2 = 98.4
How might this information be useful?
Some pupil data MIDYIS
2009
Vocabulary
Maths
Non-Verbal
Skills
Overall
Score
Band
Score
Band
Score
Band
Score
Band
Score
Band
Pupil 01
122
A
125
A
116
A
107
B
126
A
Pupil 02
105
B
110
A
127
A
95
C
108
B
Pupil 03
105
B
93
C
110
B
89
D
99
C
Pupil 04
91
C
116
A
130
A
115
A
103
B
Pupil 05
111
A
144
A
122
A
103
B
129
A
Pupil 06
107
B
112
A
85
D
97
C
109
B
Pupil 07
115
A
106
B
100
C
86
D
112
A
Pupil 08
141
A
137
A
132
A
135
A
143
A
Pupil 09
104
B
92
C
105
B
109
B
98
C
Pupil 10
99
C
119
A
114
A
99
C
109
B
Pupil 11
108
B
126
A
130
A
140
A
118
A
Pupil 12
106
B
123
A
120
A
105
B
116
A
Pupil 13
103
B
96
C
103
B
104
B
99
C
Pupil 14
108
B
110
B
112
A
108
B
110
A
Pupil 15
95
C
104
B
103
B
122
A
99
C
Stanine 1
2
4%
50
60
3
4
5
6
7
8
9
7% 12% 17% 20% 17% 12% 7%
70
80
90 100 110 120 Standardised Test Score
4%
130
140
150
Individual Pupil Record Date Of Birth: Sex:
75 Student Number: Form:
24/12/97 F
Vocabulary Maths Non-Verbal Skills MidYIS Score
Band
Stanine
Percentile
Standard Score
B
5
53
101
B
5
52
101
C
5
46
98
C
5
46
99
B
5
52
101
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150 140
130 120
110 100 90 80 70
60
Proof Reading PSA
106
B
96
C
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively lower vocabulary score might indicate a difficulty which:
• could contribute to under-performance in most, if not all subjects • might lead to ‘stressful situations’ • may lead to further investigation and subsequent pupil support
Individual Pupil Record Date Of Birth: Sex:
RAWAD OKBI Student Number: Form:
29/08/99 M
Vocabulary Maths Non-Verbal Skills MidYIS Score
8E
Band
Stanine
Percentile
Standard Score
D
3
20
87
B
5
58
103
B
6
67
107
B
6
71
108
C
4
34
94
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150 140
130 120
110 100 90 80 70
60
Proof Reading PSA
88
D
118
A
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively low maths score might indicate potential weaknesses in subject areas which require: • numerical skills • logical thinking
• skills such as sequencing CONVERSELY: a high maths score but a low vocab/reading score…….
Individual Pupil Record Date Of Birth: Sex:
Vocabulary Maths Non-Verbal Skills MidYIS Score
RACHEL STRONACH Student Number: Form:
13/1/99 F
8E
Band
Stanine
Percentile
Standard Score
B
6
63
105
D
3
15
84
A
6
76
111
B
6
67
107
C
4
37
95
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150 140
130 120
110 100 90 80 70
60 50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively high non-verbal score might indicate potential strengths in subject areas which require:
• 3d, and 3d into 2d, visualisation • Spatial awareness
• Understanding images in 2d representing 3d • Extracting information from visual images
• Science, D and T, Art, Geography…… and vice versa
Individual Pupil Record Date Of Birth: Sex:
Vocabulary Maths Non-Verbal Skills MidYIS Score
SULAIMAN BAHELMI Student Number: Form:
23/2/99 M
Band
Stanine
Percentile
Standard Score
A
7
81
113
B
6
66
106
D
3
18
86
B
6
68
107
A
7
77
111
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150 140
130 120
110 100 90 80 70
60 50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively low skills score might indicate potential weaknesses such as: • Speed of processing/working
• Potential underperformance in test/examination conditions • Poor written work (SPG etc.) and vice versa
Skills: Proof Reading
Skills: Perceptual Speed and Accuracy
Date Of Birth: Sex:
Student Number: Form:
M
Vocabulary Maths Non-Verbal Skills MidYIS Score
7Y Sex:
Band
Stanine
Percentile
Standard Score
A
9
99
134
A
8
90
119
A
7
85
116
D
3
20
87
A
9
98
130
Vocabulary Maths Non-Verbal Skills MidYIS Score
150
150
140
140
130 120
110 100
90 80 70
Band
Stanine
Percentile
Standard Score
C
5
50
100
A
8
89
119
B
5
54
102
B
6
61
104
B
6
72
109
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
Nationally Standardised Scores
Nationally Standardised Scores with 95% Confidence Band
Proof Reading PSA 101 B 83
Form:
M
130
120 110 100
90 80
Proof Reading PSA 70
D
60
83
D
114
A
60
50
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
SEN use of MIDYIS test results Analysis of baseline test individual skill profiles to indicate potential areas of learning difficulties e.g. If the two lowest scores are the vocabulary and skills section and are, or close to being, statistically significant (see IPR) • Then the student might be dyslexic....... • Follow-up with appropriate diagnostic tests…..
Sex:
Form:
F
Vocabulary Maths Non-Verbal Skills MidYIS Score
7C
Band
Stanine
Percentile
Standard Score
C
4
27
91
B
6
68
107
B
6
75
110
D
2
10
81
C
5
45
98
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140 130
120 110 100 90 80 70 60
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
Using national baseline test scores to Identify Gifted Pupils Scores over 130 – top 2% nationally
Scores over 126 – top 5% nationally Scores over 120 – top 10% nationally Scores over 110 – top 25% nationally
Using MidYIS IPRs to Inform Teaching and Learning The IPR on its own simply tells us about the relative performances of the pupil on the separate sections of the test, where the pupil is strong, where performance has been significantly above or below national averages or where the pupil has significantly outperformed in one section or another.
It is when the IPR is placed in the hands of a teacher who knows that pupil that it becomes a powerful tool. It is what teachers know about individual pupils: what has happened in the past, how they respond to given situations and how they work in the teacher’s specific subject that inform the interpretation of the IPR If the IPR data from MidYIS, the teacher’s personal and subject specific knowledge and experiences regarding the pupil can be shared, then there becomes a much more powerful instrument for supporting pupils’ learning needs.
Some pupils will display an IPR pattern with significant differences between one or two components of the MidYIS Test.
These can be the most interesting and possibly the most challenging pupils for mainstream classroom teachers.
Scenarios and anecdotal findings
Handout Page 3
A SELECTION OF MIDYIS SCORES FOR ‘WATERLOO ROAD’ !! Why would this be a very challenging class to teach?
Vocabulary
Surname
Maths
Non Verbal
Skills
MidYIS Score
St. Score
Band
St. Score
Band
St. Score
Band
St. Score
Band
St. Score
Band
Sex
A
F
81
D
110
B
108
B
112
A
94
C
B
F
128
A
107
B
105
B
94
C
120
A
C
M
106
B
121
A
103
B
90
D
114
A
D
F
107
B
84
D
96
C
107
B
96
C
E
M
96
C
90
D
130
A
91
C
92
C
F
F
86
D
86
D
120
A
74
D
84
D
G
F
100
B
115
A
80
D
103
B
108
B
H
F
121
A
96
C
114
A
86
D
111
A
I
M
92
C
100
C
96
C
123
A
95
C
J
M
100
C
105
B
100
C
99
C
102
B
K
M
128
A
132
A
114
A
131
A
133
A
L
M
76
D
70
D
74
D
73
D
71
D
What do I need to know/do to teach this (difficult) class of twelve pupils These are real anonymous scores from a number of schools around the UK
3
Vocabulary scores significantly lower than other component scores Second language? Deprived areas? Difficulty accessing curriculum.? Targeted help does work. Seen in nearly all schools. Worth further diagnosis. Could potentially affect performance in all subjects Vocabulary scores significantly higher than other component scores Good communicators. Get on. Put Maths problems in words? Mathematics significantly higher than other scores From Far East? Done entrance tests? Primary experience? Mathematics significantly lower than other scores Primary experience. Use words and diagrams? Sometimes difficult to change attitude..Difficultiess with logical thinking and skills such as sequencing Low Mathematics scores with High Non-verbal Scores Use diagrams. Confidence building often needed Pupils with non-verbal scores different from others – High Non-verbal Scores Frustration? Behaviour problems? Don’t do as well as good communicators or numerate pupils? Good at 3D and 3D to 2D visualisation and spatial awareness. Good at extracting information from visual images Pupils with non verbal scores different from others – Low Non-verbal Scores Peak at GCSE? A level ? Pupils with low Skills scores Exams a difficulty after good coursework? Suggests slow speed of processing. High Skills Scores Do well in exams compared with classwork? The Average Pupil They do exist! High scores throughout Above a score of 130 puts the pupil in the top 2% nationally Low scores throughout Below a score of 70 puts the pupil in the bottom 2% nationally
3
Sharing data with colleagues: e.g. baseline test data Last Name First Name Tutor Group
Vocab
+ +
07S1 07Q1 07H1 07M2
Non Verbal
Skills
-
+
117 126 106
+ +
127 120
07Y1
111
+
07Y1
+
113
07S2 07S2 07T2
98
+
-
137 116
+ +
07Q1 07S1 07H2
Overall MidYIS 117
-
07Q2 07H1
Maths
-
101 113 126
+
07H1
88
07H2
104
07M1
123
-
07M2 07S1
-
111
+ +
07Q1 07Q2 7Y2
-
128
+
114 109 132
INSIGHT Pupil IPR
Speed Reading Text Comprehension Passage Comprehension Overall Reading Number & Algebra Handling Data Space, Shape & Measures Overall Mathematics Biology Chemistry Physics Overall Science Vocabulary Non Verbal Skills Overall Ability
Standard KS3 Score Equivalent
Band
Stanine
Percentile
B B
6 5
69 60
107 104
6c 5a
C
5
45
98
5b
B
5
59
103
5a
D
3
19
87
4a
B D
6 4
61 23
104 89
6a 5c
C
4
31
93
5b
A A A
7 9 8
82 96 89
114 127 118
6a 7a 7c
A
8
93
122
7b
B B A
6 6 8
65 70 92
106 108 121
C
4
36
94
Overall Ability
Skills
Maths
60
Non Verbal
Vocabulary
Overall Science
Physics
Chemistry
Biology
Overall Mathematics
Space, Shape & Measures
Handling Data
Number & Algebra
Overall Reading
Passage Comprehension
Text Comprehension
Speed Reading
Standardised Scores
Standardised Scores With 95% Confidence Band
160
140
120
100
80
40
Overall Science
Physics
Chemistry
Biology
Overall Mathematics
Space, Shape & Measures
Handling Data
Number & Algebra
Overall Reading
Passage Comprehension
Text Comprehension
a 8b c a 7b c a 6b c a 5b c a 4b c a 3b c 2a N Speed Reading
KS3 Level
IPRs in KS3 Levels KS3 Equivalent Levels with 95% Confidence Band
NATIONAL AVERAGE
The code:
j: reduces size
k: infills
m: inverts
Sharing the baseline Information within School
Using your MIS systems
Baseline test data can be useful • to indicate reasons for student learning difficulties and may go some way to explain lack of progress, flag up causes for underachievement and even behaviour problems. • for all teachers and support staff. It can help to support professional judgement and give a better understanding of the progress students make at school and their potential later performance. • to refer to for pupil reviews, writing reports, meeting parents, monitoring progress and interim assessments.
HANDOUT 1
pages 1 and 2
Percentage of pupils falling into each MidYIS Band over time 2013 Current Year7 2012 Current Year 8 2011 Current Year 9 2010 Current Year 10
2009 Current Year 11 2008 Current Year 12 2007 Current Year 13 2006 Last year’s Year 13
OVERALLMIDYIS Historical Band Profiles: Overall Score (Nationally Representative Standardisation) 100%
Year
Band A
Band B
Band C
Band D
2013
14
26
36
23
2012
22
21
31
26
2011
18
24
31
28
2010
24
23
28
24
2009
19
29
28
24
2008
17
34
24
25
2007
23
26
27
23
2006
18
24
26
32
90% 80%
Percentage
70% 60%
Band D
50%
Band C
40%
Band B
30%
Band A
20% 10% 0% 2006
2007
2008
2009
2010
2011
2012
2013
MidYIS Baseline Testing Year
VOCABULARY Historical Band Profiles: Vocabulary Score (Nationally Representative Standardisation) 100%
Year
Band A
Band B
Band C
Band D
2013
19
34
28
18
2012
25
20
37
17
2011
25
24
26
25
2010
28
23
27
21
2009
23
22
29
27
2008
30
21
25
25
2007
30
26
23
20
2006
19
19
30
32
90% 80%
Percentage
70% 60%
Band D
50%
Band C
40%
Band B
30%
Band A
20% 10% 0% 2006
2007
2008
2009
2010
2011
MidYIS Baseline Testing Year
2012
2013
1
MATHS Historical Band Profiles: Maths Score (Nationally Representative Standardisation) 100% 90%
Year
Band A
Band B
Band C
Band D
2013
12
18
39
31
2012
17
21
26
35
2011
12
21
34
33
2010
21
20
29
29
2009
23
22
26
29
2008
16
19
36
28
2007
19
23
29
28
2006
24
18
29
29
80%
Percentage
70% 60%
Band D
50%
Band C
40%
Band B
30%
Band A
20% 10% 0% 2006
2007
2008
2009
2010
2011
2012
2013
MidYIS Baseline Testing Year
NON VERBAL Historical Band Profiles: Non Verbal Score (Nationally Representative Standardisation)
Year
Band A
Band B
Band C
Band D
2013
29
35
22
15
2012
35
33
21
11
2011
19
35
27
19
2010
24
32
33
11
2009
34
24
31
11
2008
21
31
30
18
2007
28
37
22
13
2006
25
34
25
15
100% 90% 80%
Percentage
70% 60%
Band D
50%
Band C
40%
Band B
30%
Band A
20% 10% 0% 2006
2007
2008
2009
2010
2011
MidYIS Baseline Testing Year
2012
2013
Scores Standardised on a Nationally Representative Sample of Schools
1
SKILLS Year
Band A
Band B
Band C
Band D
2013
18
27
13
42
2012
21
26
24
29
2011
24
24
19
32
2010
30
26
23
21
2009
26
26
29
19
2008
21
21
27
30
2007
23
25
31
21
2006
12
25
34
29
Historical Band Profiles: Skills Score (Nationally Representative Standardisation) 100% 90% 80%
Percentage
70% 60%
Band D
50%
Band C
40%
Band B
30%
Band A
20% 10% 0% 2006
2007
2008
2009
2010
2011
2012
MidYIS Baseline Testing Year
PROOF READING
PERCEPTUAL SPEED AND ACCURACY
Band A
Band B
Band C
Band D
2013
14
15
19
52
2012
17
19
26
38
2011
14
20
22
44
2010
20
24
27
29
2009
21
29
18
31
2008
14
25
28
33
2007
14
35
27
24
2006
11
22
35
32
Year
2013
Year
Band A
Band B
Band C
Band D
2013
31
22
17
30
2012
30
23
23
24
2011
33
23
25
19
2010
36
22
23
19
2009
32
24
22
22
2008
23
23
24
30
2007
26
29
22
23
2006
16
24
32
29
2
1) Some teachers feel that the intake into the school has changed in the past few years. If so in which areas is the intake stronger or weaker? 2) Look at the breakdown of the individual test components for last year’s year 11. (2008 entry). What do you notice? a) Achievements in a core subject at GCSE in 2012 were below what had been achieved in previous years. Can you suggest which subject it was? b) Why would you expect better results at GCSE in this subject this year. c) This subject faces challenges in at least two further entry cohorts. Which are they? Suggest a strategy that they might follow. 3) What factors could explain the discrepancy between scores in the individual components and also in those scores from year to year? Is there anything that can be done about it? 4) Why do you think that the discrepancies between the score components can be vastly different between schools. Which scores are particularly high compared to the whole national cohort for this school. 2
HANDOUT 1
Page 3
(slides 37/38)
Handout 1
Page 4 and 5
Exercise
What are the Strengths and weaknesses of this A/AS level student? To use the IPR (Individual pupil record) familiarise yourself with the terms standard score, band, stanine, percentile and confidence band
a)Which AS/A level subjects might be avoided? ------------------------------------b) This student chose English, Film Studies, Music Technology and Psychology. Is this a good choice? Do you foresee any problems?--------------------
You are given data relating to an institution where students completed the ALIS computer adaptive test. They are chosen because they show significant differences between the various parts of the test. Remember scores are standardised around 100. Name
Overall St.Score
Band
Vocab St.Score
Maths Band
St.Score
Non Verbal Band
St.Score
Band
Average
A Level subjects chosen
GCSE
A
78
D
49
D
99
B
92
C
na
biologymathsbusiness art
B
94
C
115
A
85
D
104
B
na
biology businesspsychologyenglish
C
88
D
97
C
85
D
104
B
5.6
historypsychologyenglishmedia
D
101
B
107
B
97
C
80
D
5.9
businesshistoryenglishdrama
E
104
B
87
D
112
A
116
A
na
biologyphysicsmaths business
F
81
D
47
D
103
B
111
B
na
mathsfurthermathsbusiness
G
93
C
113
A
84
D
113
A
na
biologybusinessfrenchgeography
H
97
C
111
A
89
D
99
C
7
artenglishpsychologyreligiousst.
I
87
D
68
D
100
B
109
B
5.4
mathsgeographyfrenchmusic
J
105
B
67
D
124
A
85
D
6.1
mathsfurthermathspsychologyeconomi cs
K
96
C
71
D
110
A
97
C
na
biologymathsartenglish
L
92
C
60
D
111
A
97
C
na
mathshistoryreligiousst.english
a) Are there any apparent mismatches between the subjects being followed and this data? b) What support can be given to those students who have particular weaknesses in Vocabulary or Mathematics ? c) How might predictions made for these students be tempered in the light of the inconsistencies in the test components and missing average GCSE points scores?
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