Description
PASS – Pupil attitudes to self and school
Quick Reference Guide
Student age range: 4-18+ years
Designed for use by: Teachers, Senior Leadership Teams, SENCOs, Educational Psychologists and Health Professionals
Test duration: Approx 20 minutes
Test format: Digital Survey
Scoring: Online
The PASS attitudinal survey helps teachers detect possible barriers to learning, including issues around confidence, resilience, motivation, concentration, dissatisfaction and alienation. In just 20 minutes PASS helps identify the reasons behind low achievement, challenging behaviour or poor attendance, enabling teachers to build a complete picture of a student’s motivation, attitude and school engagement.
PASS measures nine factors, which research indicates are significantly linked to educational outcomes:
| Attitudinal Factor | What It Measures |
|---|---|
| Feelings about school | Explores whether a pupil feels secure, confident and included in their learning community. |
| Perceived learning capability | Offers an insight into a pupil’s level of self-respect, determination and openness to learning. |
| Self-regard, as a learner | Equivalent to self-worth, this measure is focused specifically on self-awareness as a learner, highlighting levels of motivation and determination. |
| Preparedness for learning | This measure covers areas such as study skills, attentiveness and concentration, looking at the pupil’s determination and openness to learning. |
| Attitudes to teachers | This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can flag a lack of respect. |
| General work ethic | Highlights the pupil’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond. |
| Confidence in learning | Identifies a pupil’s ability to think independently and to persevere when faced with a challenge. |
| Attitudes to attendance | Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy. |
| Response to curriculum demands | This measure focuses more narrowly on school-based motivation to undertake and complete curriculum based tasks, highlighting the pupil’s approach to communication and collaboration. |
What you can do with PASS data:
- Understand the root causes of why a pupil is disengaging.
- Predict accurately which pupils are most likely to stop attending school, up to 12 months in advance.
- Find out if your pupils are struggling with the study skills they need to access the curriculum.
- Gauge learner’s self-worth, which could be affecting academic potential.
- Identify ‘invisible’ groups such as fragile learners.
Reporting
Reports are made instantly available on our online assessment analysis system. Interpretation of results is made easy with a bar graph representation and a simple traffic light system for identifying high/medium/low support required.
Visual reports can be downloaded instantly following the survey completion, and broken down by demographics (nationality, gender, ethnicity), specified groupings (EAL category, additional educational need), or on an individual level.
Our online intervention system enables you to:
- Visualise reports easily in bar chart form
- Analyse results according to any required demographic
- Access thousands of intervention strategies
- Compare screening results over time
- Measure the impact of intervention strategies
- Create Excel and PDF reports for cohort groups/whole school analysis
Measure The Effectiveness Of Intervention Strategies
Allowing a minimum of 12 weeks between surveys, you can run the PASS survey for a second time with the school/cohort and then compare the two reports.
Together with CAT4 and NGRT, PASS results can identify fragile learners and gifted students who need greater challenges. PASS adds valuable insight to the ability data you have from CAT4 by explaining why some students’ attainment doesn’t appear to match their ability.
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CAT4 - Cognitive Abilities Test (4th Edition) ($27.50) "It’s the most valuable assessment I use. CAT4 informs teachers of what children are capable of. It’s simple to use, and the reports you get are detailed, but not dense." PASS - Pupil attitudes to self and school ($935.00 – $3,575.00) “The data we are collecting brings to light any obstacles preventing children from fulfilling potential. If they are not displaying overtly disruptive behaviour, they can sometimes stay hidden.” PASS - Pupil attitudes to self and school ($935.00 – $3,575.00) “It was an epiphany moment and I could immediately see the benefits of using it in conjunction with CAT4. It’s no exaggeration to say PASS has been one of the most exciting educational discoveries I’ve made. I very quickly grasped the value of PASS an excellent, whole-school, health and wellbeing screener. Allowing pupils the opportunity to identify their barriers to learning and share with support staff that gives them an element of ownership.”Reviews
reviewed by Roger Morris, Cayman Islands’ senior school improvement officers
reviewed by Martyn Silezin, Rhondda CynonTaf CBC (RCT)
reviewed by Scott Campbell, GL Assessment Consultant in Scotland and former PT Guidance/Pastoral Care
Dan Styles, Wakefield City Academy, Whole Education network –
“We learned some interesting lessons from using PASS; sometimes students who on the surface appear the most secure, resolute and resilient can be masking concerns that could affect their potential to achieve.”
Scott Campbell, GL Assessment Consultant in Scotland and former PT Guidance/Pastoral Care –
“It was an epiphany moment and I could immediately see the benefits of using it in conjunction with CAT4. It’s no exaggeration to say PASS has been one of the most exciting educational discoveries I’ve made. I very quickly grasped the value of PASS an excellent, whole-school, health and wellbeing screener. Allowing pupils the opportunity to identify their barriers to learning and share with support staff that gives them an element of ownership.”
Martyn Silezin, Rhondda CynonTaf CBC (RCT) –
“The data we are collecting brings to light any obstacles preventing children from fulfilling potential. If they are not displaying overtly disruptive behaviour, they can sometimes stay hidden.”