Maths Arithmetic Test Analysis Program

Year 4
Introduction

The HeadStart Primary Scaled Score Arithmetic Tests have been developed as a teaching tool and
to help assess pupils’ progress.

The Year 4 tests focus on 3 domains from the Maths National Curriculum which reflect the Year 4
curriculum for written arithmetic. The domains are:

NUMBER: Addition and subtraction

NUMBER: Multiplication and division
NUMBER: Fractions (including decimals)

It is important to note that the HeadStart Arithmetic Scaled Score Tests have been standardised so
that the mean average is 100. This is a different measure than the Maths and English SATs scaled
score threshold of 100 which represents the ‘expected standard’ and is set by the DfE.

The Scaled Score Tests should be used in conjunction with teacher assessment to provide
informative progress tracking and gap analysis.

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Arithmetic Scaled Score Test Analysis Program

The Arithmetic Scaled Score Test Analysis Program complements the HeadStart Primary Arithmetic
Scaled Score Tests. Once the results from the tests have been entered into the program, the Test
Analysis Program will:

• provide diagnostic information about the strengths and weaknesses of every pupil for the
relevant domains and objectives, and in doing so, facilitate teaching that is matched to pupils’
needs.

• comprehensively track pupils’ progress, providing a scaled score and Stage Descriptor for each
pupil. There are 2 Stage Descriptors for ‘Working towards the Expected Standard’ (Emerging
and Developing), 2 for ‘Working within the Expected Standard’ (Progressing and Secure) and
2 for ‘Working above the Expected Standard’ (Exceeding and Exceeding with Greater Depth).
The standards are colour coded; this makes it easy to track pupils’ progress throughout the year.

Red: Working towards the Expected Standard

Green: Working within the Expected Standard
Purple: Working above the Expected Standard

• provide diagnostic information about the strengths and weaknesses of the whole class or
groups i.e. boys / girls, pupils who have English as an additional language (EAL), pupil premium
children (PP), children with special educational needs and disabilities (SEND) etc. Individual
scores can be useful in grouping pupils as well as identifying which pupils need additional
help.

• provide information about an individual pupil’s performance against each domain and
objective, making it simple to identify any dips in progress or gaps in learning, and to facilitate
early intervention.

• provide whole school data analysis - the Maths Subject Leader

can use the data from the tables and graphs to identify whole school areas for
improvement or development. This enables the setting of
meaningful curricular targets for the whole school.

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Functions of the Program

This section explains how the program works and the functions of each of the tabs which run
along the bottom of the workbook.

Data Entry Tabs

There are 6 Data Entry Tabs, one for each test, A1, A2, B1, B2, C1, C2. (Scroll across the page
for each test.)

Entering pupil names

Replace Pupil 1, Pupil 2, Pupil 3 etc. with the pupils’ names.

Pupil names should be entered only on TEST A1. (The other tests will auto-populate.) If you have
any new pupils during the year, add them to TEST A1, in order for their names to be updated on
the other spreadsheets.

Enter the name of the pupil, either first name only, or full name.

Gender

Enter the gender of the pupil as ‘M’ for boy, ‘F’ for girl. The default setting is ‘M’.

EAL, PP, SEND

EAL = English an Additional Language. PP = Pupil Premium. SEND = Special Educational Needs
and Disabilities.

The default setting on EAL, PP & SEND is ‘N’. As with the pupils’ names, gender, EAL, PP and SEND
need only be entered once as the other cells on the worksheet will be updated automatically.

When entering the information using the drop-down boxes, work from right to left, starting with
SEND. This enables the next box to the left to be completed without any obstruction.

Marking the assessments

In Year 4, each test is out of 34 marks; there are 1 or 2 marks per question. A comprehensive
mark scheme is provided with the tests.

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 Entering the pupils’ marks into the program

When entering the marks, teachers can use the drop-down boxes or choose the 0, 1 or 2 keys on
the keyboard, using the arrow keys to move to the next cell.

The cells show the following colours when the marks are entered:
• full marks (white)
• partial marks (orange)
• no marks (red)
A mark must be entered for all questions. If any marks are missed, ‘incomplete’ will show at
the end of the row. Once a mark has been entered for each question, the raw and scaled score
will be generated.

Clicking the ‘Reset’ button will delete all the information previously entered into that row.

Marks can be erased by pressing the ‘Delete’ key on the keyboard.

National Curriculum objective links

The key National Curriculum objective for each question is identified in the analysis program. The
objective (or abbreviated objective) can be seen by hovering the cursor over the question numbers
on each Data Entry page. The objectives are also labelled to match the order of the bullet points in
the Year 4 Programme of Study, as follows:

NUMBER: Addition and subtraction – as1 to as3

NUMBER: Multiplication and division - md1 to md5
NUMBER: Fractions (including decimals) – fd1 to fd10

The key Year 4 objectives for the HeadStart arithmetic tests are: as1, md2, md4, fd3, fd4, and fd7. To
include the range of abilities within Year 4, some questions incorporate elements from the Year 3
domain for addition and subtraction and the Year 5 domain for multiplication and division. These
questions are labelled as: 3as1a and 5md6. To further assist the diagnosis of pupils’ strengths and
weaknesses, additional information is identified for some questions which may
make them more challenging, e.g. (missing number).

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 Test scores and totals

At the bottom of each test, the total percentage correct for each of the questions is displayed.

Teachers can use these percentages, in conjunction with ongoing teacher assessment, to identify
which of the objectives need further reinforcement.

Individual pupil’s raw scores and scaled scores are displayed in the
‘TOTALS’ section on the right-hand side of the program.

Inserting a Comment or Note

If required, additional information can be inserted into the Data Entry or Stage Analysis page.
For example, if a pupil had been recently admitted into the school or is ill on the day of the test, a
comment or note can be inserted into the program. To do this follow the instructions below:

Right click on the cell on which you wish to add a comment or note.

Click on ‘New Comment’ or ‘New Note’.

Type the note or the comment.

A purple shape (comment) or red triangle (note) shows that the cell has been annotated.

Stage Analysis Tab

For each child, a scaled score in each test is shown along with a Stage Descriptor and standard.
There are 6 stages: Emerging, Developing, Progressing, Secure, Exceeding and Exceeding with
Greater Depth. A percentage score for each content domain is also displayed, and the bottom
row identifies the percentage for the whole class in each domain.

In a separate box, at the bottom of the standards column, the program identifies the percentages
of the cohort working at each standard: ‘Working towards ES’, ‘Working within ES’ and
‘Working above ES’.

The program’s colour coding makes it easy to identify children’s Stage Descriptor and standards.
The data should be used in conjunction with ongoing teacher assessment as part of the school’s
assessment policy in order to provide a useful guide to the performance of individual children.

Headteachers, teachers and subject leaders can monitor the changes in percentages to track
progress for the whole class and filtered groups (see overleaf ), noting any increases or decreases
within these classifications. This can also be a very useful target setting tool.

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 Using the Filtering Tool

Gender, EAL, PP and SEND need to be entered into the Data Entry A1 page for the filtering tool to
function on the Stage Analysis page.

The tool can be used to monitor attainment and progress of specific groups of children in each test.
Below is an example of how to do this for tracking Pupil Premium boys.

On the Stage Analysis page, click on the arrow on the ‘Gender’ column and untick the boxes for ‘F’ ,
then click ‘OK’. (Leave the 'Blanks' box ticked.)

Click on the arrow on the ‘PP’ column and untick the boxes for ‘N’, then click ‘OK’. (Leave the
'Blanks' box ticked.)

The filtering tool will display only the children who fit both criteria. The bottom row of the content
domain column now identifies the percentage score for the filtered pupils. The percentages at the
bottom of the page shows the Pupil Premium boys ‘Working towards ES’, ‘Working within ES’
and ‘Working above ES’ for filtered pupils. The percentages for ‘All Pupils’ are also displayed for
comparative purposes.

To clear the filters, click on Gender, SEND, EAL or PP, on the Stage Analysis Page and select
‘Clear Filter’ then click ‘OK’.

Class Standards Graph Tab

Using the data from the Data Entry pages, a graph is produced showing the percentages of the
cohort working at each standard. The graphs provide a visual picture of the information given on
the Stage Analysis page, which means that teachers can see the performance of the class at
a glance.

ObjectiveAnalysis Tab

Using the data from the Data Entry pages, tables are produced identifying
performance (percentage of correct answers) for each objective; this is
shown for each child, as well as the class overall.

The columns showing scaled scores, stage descriptors and standards, and the
boxes showing percentages at each standard are also reproduced from the
Stage Analysis page.

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 Class Objective Graphs Tab

Using the data from the Data Entry pages, a graph is produced for each test identifying the
performance of the class for each objective.

Pupil Scaled Score Graphs Tab

Using the data from the Data Entry pages, graphs are produced showing the scaled scores for each
pupil, for each test.

Class Scaled Score Graphs Tab

Using the data from the Data Entry pages, a graph is produced for each test showing the scaled
scores for every pupil in the class.

Pupil Domain Graphs Tab

Using the data from the Data Entry pages, a graph is produced for each pupil showing the
percentage of correct answers for each domain, for each test.

Class Domain Graphs Tab

Using the data from the Data Entry pages, a graph is produced for each test showing the
percentage of correct answers for each objective for the class overall.

Domain Analysis Groups Tab

Using the data from the Data Entry pages, a list of pupils is produced showing how they
performed against each domain on each test. The test and domain can be chosen
using the drop-down boxes.

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Creating Additional Analysis Programs

You may wish to create additional copies of the Test Analysis Program for different groups or
classes in the cohort.

To create additional programs, follow the steps below:

1. Right click on the unopened Analysis Program and scroll down to ‘Copy’.
2. Right click on any part of the folder window that is displayed white, then scroll down to
‘Paste’.
3. Right click on the program and scroll down to ‘Rename’ then type in the label
to rename the program e.g. Arithmetic Scaled Score Test Analysis Program - Ms Kumar’s Class

N.B. - It is advisable to keep a blank copy of the Test Analyis Program

in a separate folder. This can then be used for the same year group in
subsequent years.

Printing the Graphs

Each of the graphs can be printed by clicking on the graph, then selecting ‘File’ and ‘Print’.
(Choose ‘Portrait’ or ‘Landscape’ before printing.)

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