educational assessments
quick guide - GL Assessment
quick guide - GL Assessment
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PUPIL ATTITUDES<br />
Pupil Attitudes to Self and School (PASS)<br />
Dr Glen Williams and Bob Whittome<br />
quick guide<br />
Age Range:<br />
4–18+ years<br />
Suitable for:<br />
Head Teachers and Senior<br />
Leadership Teams, Teachers,<br />
SENCOs, Educational Psychologists,<br />
Clinical Psychologists, Health<br />
Professionals, School Improvement<br />
Officers and Behavioural Specialists<br />
Administration:<br />
Whole School, Group or Individual<br />
Timings:<br />
Untimed<br />
Also Available:<br />
Cognitive Abilities Test<br />
See pages 10–18<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
Now fully mapped to the<br />
four Capacities of the<br />
Curriculum for Excellence.<br />
Call 0845 602 1937<br />
for your free mapping grid.<br />
Pupil Attitudes to Self and School (PASS) is an all-age attitudinal survey<br />
that provides a robust, standardised measurement of a pupil’s attitudes<br />
towards themselves as learners and their attitudes towards school, and is<br />
already used by thousands of schools and over 100 Local Authorities in<br />
the UK.<br />
Attitudes are formed by and affect how we feel, what we do and how we<br />
think. In a school setting, a pupil’s attitudes to learning can influence their<br />
whole experience of education and have significant effects on their overall<br />
levels of attainment, engagement and well-being. Through regular<br />
assessment, a complete picture of a pupil’s motivation, strengths,<br />
anxieties, school-based relationships and future learning behaviours can<br />
be built. This can help inform appropriate intervention strategies, increase<br />
rates of progress and provide a sound basis for a more personalised<br />
approach to learning for those most at risk.<br />
PASS is a 20 minute survey comprised of a series of short psychometric<br />
statements which look at factors shown to be significantly linked to key<br />
<strong>educational</strong> goals, such as feelings about school (‘My teachers tell me<br />
when I have done something well’) or self-regard (‘I am clever’). A low<br />
score in one or more of these areas can offer teachers an insight into any<br />
obstacles in the way of pupils’ making progress, whilst pinpointing<br />
negative barriers to learning that may not otherwise be apparent.<br />
On completion, the survey is submitted by the teacher to GL Assessment<br />
at the click of a button, and within 2-5 working days a series of<br />
comprehensive reports are delivered. These reports collate results<br />
produced by PASS, to reveal individual, whole class and whole school<br />
attitudinal profiles. The results are broken down to show how your<br />
individual pupils, groups and the whole school compare nationally by<br />
gender, ethnic categories and year groups.<br />
Why are standardised attitudinal measures<br />
becoming increasingly popular?<br />
As a teacher:<br />
• Would you like to be able to predict accurately which pupils in your<br />
class are most likely to stop attending?<br />
• Would it help you to find a solution if you knew why a pupil<br />
misbehaved in class?<br />
• Would you like an insight into any obstacles that are blocking the path<br />
for your pupils to maximise their attainment?<br />
Why use PASS?<br />
• PASS will help inform your<br />
teaching strategies and<br />
intervention programmes to<br />
help raise standards of<br />
attainment and pupil well-being<br />
• It screens for emotionally<br />
vulnerable young people and<br />
those with possible mental<br />
health issues, to ensure those<br />
most at risk do not slip through<br />
the net<br />
• PASS will help you understand<br />
the causes of current and likely<br />
behaviours of pupils, to aid<br />
effective target setting and<br />
highlight areas of development<br />
for every individual<br />
• The attitudinal survey meets the<br />
requirements of the latest<br />
school inspection frameworks<br />
which focus heavily on<br />
behaviour and attendance and<br />
the wider coalition agenda in<br />
maintaining safety and discipline<br />
• PASS informs scalable<br />
development planning at both<br />
school and regional levels,<br />
through comprehensive<br />
reporting and intervention<br />
strategies<br />
• PASS provides an objective<br />
means for joint collaborative<br />
problem-solving working with<br />
parents, carers and extended<br />
families, as well as external<br />
agencies<br />
ASCL Member discounts<br />
available for the<br />
PASS Online Intervention Service.<br />
Call 0845 602 1937<br />
for further details<br />
If you answered a resounding ‘yes’ to these questions, you’ll understand<br />
some of the reasons why standardised attitudinal measures have been<br />
gaining popularity in schools up and down the country for some time.<br />
With limited resources at so many schools’ disposal and the pressure to<br />
narrow the attainment gap and raise standards for all, teachers need<br />
robust evidence to help decide how to prioritise and target support.