Standard Feedback presents the feedback in the form of tables in a pdf document. The tables
appear in the order below:
• Achievement (Reading and General Maths)
• Reading Modules (Word Recognition, Word Decoding, Comprehension, Spelling)
• General Maths Modules (Number 1, Number 2, Measures, Shapes and Space, Data)
• Mental Arithmetic
• Mental Arithmetic Modules (Addition, Subtraction, Multiplication, Division)
• Developed Ability
• Developed Ability Modules (Picture Vocabulary, Non Verbal)
• Attitudes (Reading, Maths, School)
Feedback is presented by class with all the tables for one class given before moving on to the next
class. An example of the information given in the table is as follows.
• Name - Name of the pupil (in alphabetical order by surname)
• Age (Yrs:Mths) – Age of the pupil at the time they sat the assessment (in years and months)
• Age Equivalent Score (Yrs:Mths) – Score for the pupil (in years and months)
Symbols used in the feedback table
* Pupil has not completed a particular module or unit
# The confidence interval of a module exceeds plus or minus three years
More information about standard feedback
Standard Feedback provides age equivalent scores for all pupils in the school who have sat the
InCAS assessment in the selected academic year.
The scores allow teachers, senior managers and coordinators to create a profile for individual pupils,
individual classes and the whole school.
Pupil scores allow direct comparison of Reading, Spelling, Mathematics and Mental Arithmetic
abilities in relation to Developed Ability (Vocabulary and Non-Verbal Ability) and Attitudes.
Delving deeper into the subsections of the Reading and Spelling module scores enables a teacher to
see which pupils have good Word Recognition and Decoding skills but perhaps poor understanding
of a passage of text (Comprehension). Other children will be able to read reasonably well but have
problems with spelling, and so on.
The added dimension of Developed Ability (Picture Vocabulary and Non-Verbal Ability) enables
teachers to see if pupils’ reading is in line with their other scores. Developed Ability is described for
the purpose of CEM assessments as the ability of children to learn. It is something that they have
developed over their lifetime and they will continue to develop. It is measured by using a combination
of their language acquisition and non-verbal ability. This is a particularly useful measure for children
for whom English is an additional language.
The aim for the InCAS scores is that teachers will use it to help move pupils forwards, to take them
from where they are and to extend their performance in reading, vocabulary, mathematics etc.
Professional interpretation of the scores by teachers who know their pupils allows the creation of a
personalised teaching and learning strategy for every pupil founded on research-based information.
It is extremely important to note that the Developed Ability score is not a fixed quantity. It is a measure
of the pupil’s capacity to think quickly, solve novel problems and understand and learn rapidly. It is
not the same as an IQ score and it will change year on year as the pupil develops these skills. The
Developed Ability score is influenced by culture and in recognition of this, the vocabulary items that
are used in the assessment are, as far as is possible, not curriculum dependent. This is to gain a
measure of vocabulary acquired outside of the school environment.