quick guide - GL Assessment - GL Education

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