Hello, and welcome to this Pearson webinar on results plus for functional skills. My
name is Chris Briggs, and I am the sector manager for post 16 English and math here
at Pearson. Session overview for today, we're going to start with an Introduction to ResultsPlus
before looking how to login and then looking specifically at ResultsPlus for functional
skills maths and the results plus functional skills English. So, let's start with an Introduction
to Results Plus. ResultsPlus provides behind the great insight into your learner's performance
on our On Demand functional skills assessments for English and Maths at Level one and Level
two Incorporating the region and the writing. This feedback and analysis allows centers
to understand learner weaknesses and tailor support for those learners. In addition, it
also provides a cohort analysis report, so you'll be able to see if below expectations,
performance is part of a wider trend within your center and whether it's isolated to specific
parts of the curriculum or generalized across the whole subjects. So let's have a look at
logging in. Once you go to the ResultsPlus screen, you will need to login. Now, depending
on whether you're an Edexcel online customer, or a QMA customer. You would need to put in
your username and password. If you don't have one of these, and you're an Edexcel online
customer, you can talk to your exams officers and there'll be able to set you up for this.
And if you're a QMA user without access, and you need to contact our customer service department.
Once you've logged in, you'll get to our main screen. Our main screen at the top, you will
see your Center details. Or, you need to do is ensure that you actually click on those
center details to make sure you pick the correct sub site on there. Usually, this will have
a letter at the end of the number. Once you've done that, you can see there at the top the
button you need to push is Functional skills on demand analysis, And that's usually towards
the bottom of the first screen. Once you get through that section, you then have a choice
to get student results, or to get co whole cohort results. So, let's have a look at results
plus for functional skills maths. This is an example from the whole Cohort Analysis,
and you can see this is for on-screen Maths at Level two, and you can see here on the
left hand side, in the month of June, how many learners took the assessment, how many
passed and how many failed. On the right-hand side, we have the students by percentage score.
So, we have over 70% in yellow, 30 to 70% in gray, and below is below 30%. Now, that
below 30% is quite important, because if you do have learners that are achieving at that
level, on these tests, and we do recommend that additional time you spent with those
learners to prepare them for any research they may take, They are considerable way from
passing, so they do need additional, tailored support. Just below that, then you get the
full analysis, and this is just part of an analysis for a cohort here, and you can see
that it's done by coverage and range points. On the left-hand side, you have the coverage
and range number followed by the description that you get to the unit mark. So the unit
mark is How many marks were achieved across the assessments. And the unit total is how
many marks were available. Finally, on the right-hand side, you have the percentage.
Now, we do recommend 60% as well, what we would consider a passing percentage on any
of these coverage and range points. So, when you're looking at the cohort analysis, and
the learner analysis that will follow shortly, anything below 60% is something that you would
probably want to be addressing. We can see here, for example, that the first coverage
and range point on read, write, order, and compare positive and negative numbers of any
size is at 26%. And that is something that the whole cohort needs to address. And maybe
a CPD session with teachers can actually look at how that can be addressed in the classroom.
I would say that particular coverage and range point does seem to cause learners a lot of
problems. They do seem to understand that two negatives make a plus, but if you have
a negative and a positive number, they do seem to struggle a little bit more. One other
thing to bear in mind, as I said before, with a unit total, the higher the unit total means,
the more marks there are available on the assessment. So, as well as looking at the
percentage score, also look at the unit marks to see where you can actually make the most
difference for your learners. Now, this is an example of feedback for an individual learner
in here. And you are able to show this to the learners, to sit down with a learner in
a classroom with this, on the screen, And basically, go through, and discuss with them,
and create an individual learning plan to help them move forward. Obviously, you can
focus on the positives, so this learner is particularly good at fractions of whole numbers
in there. But then you can start to focus and look at what you can do to actually sort
of support and moving forward. As we go through, I think, on the second page that you can see
on the second page there, as well, a little bit more. And we can see that this learner
has struggled with probability. Simple scales on Maps and drawings, range, nets, and 2D
shapes. So those are the things that you would look at working with the learner in the classroom,
or in a 1 to 1 basis. So they can support them, moving forward. Let's move on to results
first for functional skills, English. It works in a very similar way. We have a cohort analysis
here. You can see on screen level to reading here, performance for April. And you can see
looking at this, that the vast majority of the learners were successful. And you can
also see on the right hand side that nobody got below 30%, which means that no resets
out with an achievable range for these learners. Again, we've got some coverage enrage points,
and when we present this through, you can see there are a lot less coverage and range
points here for the learners. And this again is the level two Cohort analysis. And you
can see again the unit marks and the unit totals as a cohort. The teachers need to probably
be looking at identify implicit and inferred meanings in text, and using a range of reference
materials. In the assessment, that's usually a dictionary based question, so the learners
as a group do need support and ensure that they can use a dictionary effectively and
that they can make sure that they are filling in, not just the right word, but making sure
that sentence that they need to complete does make sense with that word in there as well.
So this is a level one individual learner report for the reading. And again, you have
positives you can discuss, with the reading with the learner in there. So understanding
especially words, in, context down there at the bottom, very, very good punctuation, seems
to be fine as well. And there's 1 or 2 areas that they need to tighten up, compare information
ideas. And opinions are different texts, was worth three marks equals zero marks on that,
so they do need to work on that. And that is a new standard at Level one. And learners
are not instinctively, particularly good at reading and comparing text. It's not something
that happens naturally in everyday life for them. So, they do need additional work, at,
this particular learner, obviously needs to work on that as well. Then looking at the
feedback for the writing, the feedback on the writing is made up of composition, spelling,
punctuation, and grammar. And you can see that's across the two questions presented
there. So we can see for this particular learner, their composition mark is good, but they do
need to work on their spelling, punctuation and grammar. two words of tips of advice that
we have there for the spelling punctuation and grammar with this kind of thing is grammar
tends to be the key issue for learners. Learners are making a spelling mistake or punctuation
mistake. It's not affecting the overall feel of the text that they're writing, but with
grammar it could have quite a big impact. And then if you look at the sentence, I went
shopping tomorrow, where you've got the past tense with a forward facing word tomorrow,
it's very difficult to understand what the learners meaning there, and that will affect
the abandoned on the spelling, punctuation and grammar as well. Overall, we do recommend
as well that the learners do practice and do use complex sentences in the Level one
and Level two, writing assessments. This will help them go up a band in the marking as well
as support them, to achieve a pass. Thank you for watching this short session today,
and I hope it has been helpful.