Pupil Attitudes to Self and School

Pupil Attitudes to Self and School
Helping you understand what‟s really
going on in a pupil‟s mind
Jonathan Thomson I GL Education Group

The ABC model of attitudes
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Cognitive
(“Thoughts”)
ATTITUDES
Affective
(“Feelings”)
Behaviour
(“Actions”)

The background to PASS
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• Developed over 10 years ago
• Now sits within the GL Assessment division of the GL Education Group
• Development over 6 years - involving 4 universities and about 20 Local
Authorities
• Considerable involvement of children during development
• Commercial introduction by public demand
• High growth by recommendation
• Excellent customer care

Three „A‟s in learning
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Why are pupils‟ attitudes
important?
Attainment
PASS is the only
genuine psychometric
survey to measure
pupils attitudes
Standards
Life Chances
Skills
Attendance
Attitude

The current PASS online audit process
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• Stage One:
• Brief staff and pupils on why you‟re doing this PASS survey
• Pupils can do the survey in groups using the school‟s ICT facilities
• 4 AFC 50 item rating scale, and at any time of the year
• Survey should take each student 15 – 20 minutes to complete
• Readability age is 7, with many foreign language translations
• Support for pupils who need additional help.
• Stage Two:
• Staff Secure Area (password protected)
• Track pupils‟ audits that have been completed
• Check and amend students‟ personal data as necessary
• Click „Notify‟ to request a report.
• Stage Three:
• Report can be downloaded from the GL website, and contains:
• PDF Whole School report
• Excel cohort and individual pupil data.

The NEW PASS online audit process
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• Pupil data directly imported from school MIS
• UPNs will reduce incorrect student personal data
• Fresh new look to survey screens
• Audio option at all levels
• Language variations available on-screen
• Surveys will go through automatically – no need to „Notify‟
• Possibility of data integration with other GL Education Assessments
• All PASS products will be available on Testwise.

PASS attitudinal factors
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1. Feelings about school – measures a pupil‟s sense of wellbeing,
safety and comfort in school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability – measures pupils‟ recent views
of how positive and successful they are as learners
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner – measures the impact of learning on
pupils‟ self concept more generally
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning – measures pupils‟ perceptions of
behaviour and attitude in learning situations (metacognitive skills)
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers – measures pupils‟ perceptions of their
relationships with teachers and other staff in school
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic – measures pupils‟ motivation to work in
general. This is a life skill, not just about school.
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning – confidence in approaching and
dealing with learning
8. Attitudes to attendance
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance – exactly what it says! Do I want to
come to school, and stay there?
9. Response to curriculum demands

PASS attitudinal factors
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1. Feelings about school
2. Perceived learning capability
3. Self-regard as a learner
4. Preparedness for learning
5. Attitudes to teachers
6. General work ethic
7. Confidence in learning
8. Attitudes to attendance
9. Response to curriculum demands – measures pupils‟ motivation
to undertake school work. Will working hard in school help me?

Individual pupil profile
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A percentile score
situates an individual
score in relation to the
national standard

Individual pupil profile
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A percentile score of
2 means a pupil is
scoring above only
1% of their peers
nationally

Individual pupil profile
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Effective Interventions
Mentoring (F2 & F3)
Reading Support (F9)
Study Support (F4)

The impact of PASS in just one term
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• What sorts of interventions might explain the post- intervention profile of this
pupil?
• What do the nature of these profiles tell you about the initial difficulties this
pupil was experiencing?

A different view of the 3 „A‟s in learning
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% MAX. POSS. SCORE
Absolute and relative scoring
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“How well did we do on this test?”
100%
OVERALL KS3-4 COHORT PROFILE
Overall cohort profile
80%
70%
73%
76% 75% 73%
62%
60%
40%
63%
67%
64%
Use absolute %
maximum scores to
compare, within a
school, for progress
over time.
20%
0%
1 2 3 4 5 6 7 8 9
PASS FACTOR
“How well are we doing compared with others?”
Use relative
scores to compare
across schools to
establish what this
score means in
relation to other
schools nationally.

Individual and cohort reporting
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Pupil Year F1 F2 F3 F4 F5 F6 F7 F8 F9
Adam 4 31.2 43.8 48.2 46 89.3 89.7 27.5 15.3 32.7
Amrit 4 13.4 54.2 36 18.6 52.9 18.2 51.9 26.8 46.9
Brian 4 38.5 20.5 48.2 46 11.4 89.7 63.1 19.4 92.7
Adele 4 63.4 30.3 15.2 18.6 11.4 34.2 51.9 87.6 46.9
Hannah 4 71.6 63.5 86.8 55 89.3 77.6 35 12.2 84.8
Andrew 4 0.9 9.7 54.6 9 11.4 7.6 14.4 20.6 13.4
• GREEN = Low Risk (21-100% band)
• AMBER = Medium Risk (6-20% band)
• RED = High Risk (Lowest 5%)

Individual profiles
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Sorting data
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PASS „How To …‟ help videos
http://www.gl-assessment.co.uk/products/pass-pupil-attitudes-self-and-school/pass-excel-video-tutorials

Sorting data
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Sorted by Factor 3 – Self-regard
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Attitudes – as a predictor of actual attendance
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• Pupil sub-sample (n=1500)
• Measured and recorded their Factor 8 scores
• Correlated with actual attendance a year later
Correlation = 0.9

Sorted by Factor 8 – Attitudes to attendance
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Fragile learners
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“I thought they would have done better than that?”
• Apparent track record of success
• Self-doubt
• Vulnerability (e.g. home/peers)
• Need protection

Fragile learner protection
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High
Room for
improvement
through coaching
type approaches
Sound bet for
delivery, carry on
Use of attitude data in
target setting
Perceived
learning
capability
Potential for
improvement,
needs balanced
approach +
mentoring
Higher risk of nondelivery,
support on
self regard +
„cognitive‟
mentoring
Low
Attainment or CAT data
High

Curriculum matching with PASS
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PASS Factor combinations
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• Motivational discrepancies (F6 & F9)
• Attitudinal change & development (F2 & F3)
• Home life inferences (e.g. F1 & F5 c.f. F2, F3 & F4)
• Anomalies, e.g. F8 c.f. rest of profile
• Surprises
• Comparisons (F2, F3) with attainment (fragility)
• High/low patterns e.g. mental health or emotional literacy screening

What is the Online Intervention System?
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The online intervention System is an additional online application that allows a
school to feed in its scores either as a whole school or for individual pupils.
The application generates a report on the strengths and areas for
development either for the whole school or for individual pupils with
suggestions for development strategies and intervention (the action plan).

Data input
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Factor-specific interventions to strengthen areas for improvement
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Confidence in learning:
National: Those ranked top by comparing and ranking user intervention patterns across our entire
UK database
Provide students with opportunity to gain real, hands-on experience
Provide appropriate verbal/tangible rewards for effort and achievement
Ensure that learners have some degree of control over their learning and assessment
These are some of the strategies randomly picked
Encourage students to celebrate short term goal achievement
Empathise with students' thoughts, feelings, and age-related issues
Promote increases in learner self-reliance
Model and encourage co-operation between students
Model and share problems and persistence techniques
Provide appropriate verbal/tangible rewards for effort and achievement
Establish accepting relationships with all students that lets them know they are valued and expected to
succeed
Provide a wide choice of curriculum content and activities
Provide plenty of opportunity for learners to practice application of new knowledge and skills before moving
on
Provide all students with opportunity to be leaders and problem solvers by rotating roles/responsibilities

Where to go for further information
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Tel: + 44 (0) 845 602 1937
jonathan.thomson@gl-education.com
andy.kendall@gl-education.com
james.neill@gl-education.com
http://www.gl-assessment.co.uk/pass
Visit http://www.gl-assessment.co.uk/
for a full listing of our upcoming webinars!

Our Partners
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Questions and Answers
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