InCAS+ is a secure website, developed by the Centre for Evaluation and Monitoring (CEM).

InCAS+ is the hub of InCAS - used to upload your data, and retrieve and store your feedback.

This section provides a brief description of each type of feedback you can generate using the InCAS+ site.

Please refer to the manual for a detailed explanation of how to generate and interpret the feedback, as well as a case study example for each type of feedback:

Standard feedback tables are produced for each component of the assessment that the students have undertaken.

In the example, you can see the student names listed in the first column. The student’s actual age in years and months is listed in the next column (that is 6:5 means six years and five months).

The remaining columns show the age-equivalent scores that the student has attained on the assessment components.

If the student is performing as expected, their actual age should be equal to their age-equivalent score.

An age-equivalent score that is higher than the actual age indicates a higher level of performance on the assessment component. An age-equivalent score that is lower than the actual age indicates a lower level of performance on the assessment component.

The age comparison chart is presented as a box-and-whisker plot, and can be generated for mathematics and reading scores. The box-and-whisker plot shows a ‘picture’ for each class or year group.

Box-and-whisker plots help the teacher to see:

- the general starting point of the whole class
- the homogeneity of the class
- the varying strengths of the class
- individual students who stand out as exceptional within the class.

The box width will vary on your plot. The width of the box shows the range of ages for the middle half of the class or year group.

The line in the middle of the box is called the median and represents the middle score for the year or class group. The box holds half the students in your class, and the whiskers normally extend to the highest and lowest scores in the class.

Sometimes there is a student outside of the box-and-whisker portion; this indicates that they have an extremely low or high score in comparison to the rest of the class.

The diagonal green line is a reference line of actual age against age-equivalent scores.

Students above the green line have age-equivalent scores above their actual age, indicating a higher than expected performance on the assessment. Those below the green line have age-equivalent scores below their actual age, indicating a lower than expected performance on the assessment.

The scores charts are small graphs that profile individual students’ scores. A graph is produced for all components of the assessment a student has completed, including the attitudes section.

The little blue squares show the age-equivalent scores, and the lines above and below are the ‘confidence intervals’.

On a different day, a student might get a few more correct or incorrect responses and achieve a slightly higher or lower score. The confidence intervals give an indication of the range in which a child might score on a different day.

The green line is the student’s actual age at the time of the assessment. If the confidence interval overlaps the green line, the age equivalent score is not significantly different from the student’s chronological age.

These charts give a good indication about where a student's strengths lie, and where they may need support to achieve some growth.

The example here shows that while this particular student is achieving well in word decoding, their word recognition skills are quite poor. This could be causing the very low comprehension score.

The longitude chart is a graph that shows the progress a student makes over a period of time. The longitude chart will only be available once students have been assessed for a second year.

The chart becomes more valuable the more annual assessments students participate in. Longitude charts are available for reading, general mathematics, mental arithmetic and developed ability.

The horizontal axis shows the actual age of the student while the vertical axis shows the age-equivalent score

Children aged eight years would be expected to have an age-equivalent score of eight years; children aged nine years would be expected to have an age equivalent score of nine years, and so on

The green reference line illustrates this. The black diamonds represent a student’s age-equivalent score at the time of assessment.

The difference table sets out the difference between the actual age and the age-equivalent scores for reading and mathematics.

The student’s names and actual ages are listed. The remaining columns show a + or - value. If a student has an age-equivalent score three years and four months above their actual age, the value would be +3:4. If a student has an age equivalent score three years and four months below their actual age, the value would be -3:4.

Student scores tables set out the actual age and age-equivalent scores, as well as the difference between the two, for every component of the assessment that the student has completed. This provides a detailed look at the student’s strengths and growth areas across all assessed components.