Annex F Definition of key quantitative indicators

F.1 Chapter 3 Pupil learning and background characteristics

Pupil learning in Kiswahili

Standard 3 pupils rasch ability score in Kiswahili (mean score)

Standard 3 pupils in Kiswahili performance band x (% Standard 3 pupils):

Band 0: below Standard 1 level

Band 1E: emerging Standard 1 level

Band 1A: achieving Standard 1 level

Band 2E: emerging Standard 2 level

Mean pupil rasch ability estimate in Kiswahili, in logits

Standard 3 pupils

Band 2A achieving Standard 2 level

Correct words from passage read per minute (mean words per minute)

Pupil learning in mathematics

Standard 3 pupils rasch ability score in mathematics (mean score)

Standard 3 pupils in mathematics performance band x (% Standard 3 pupils):

Band 0: below Standard 1 level

Band 1E: emerging Standard 1 level

Band 1A: achieving Standard 1 level

Band 2E: emerging Standard 2 level

Number of Standard 3 pupils with ability scores that fall in or on the boundary of Kiswahili performance band x/all assessed Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Estimates of pupil ability and item difficulty are estimated using Rasch analysis (itemresponse theory modelling). Both are mapped on to a common scale. The items relate to statements in the standard one and standard two curriculum, and can be used to draw performance band boundaries to mark, for example, the increasingly difficult skills required to move from one curriculum level to another.

The performance band boundaries are defined using estimates of item difficulties linked to curriculum competencies and mapped on to the same scale as the pupil ability estimates.

Mean number of words read correctly from a passage per minute

Standard 3 pupils

Mean pupil rasch ability estimate in mathematics, in logits

Standard 3 pupils

Band 2A achieving Standard 2 level

Pupil background characteristics

Pupil is female (% Standard 3 pupils)

Age (mean)

Pupil is overage (% Standard 3 pupils)

Number of Standard 3 pupils with ability scores that fall in or on the boundary of mathematics performance band x/all assessed Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Estimates of pupil ability and item difficulty are estimated using Rasch analysis (itemresponse theory modelling). Both are mapped on to a common scale. The items relate to statements in the standard one and standard two curriculum, and can be used to draw performance band boundaries to mark, for example, the increasingly difficult skills required to move from one curriculum level to another.

The performance band boundaries are defined using estimates of item difficulties linked to curriculum competencies and mapped on to the same scale as the pupil ability estimates.

Number of Standard 3 female pupils/all Standard 3 pupils, expressed as a percentage.

The average age of Standard 3 pupils

Number of Standard 3 pupils aged 11 years or older/all Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Standard 3 pupils

Standard 3 pupils