Sonar Tracker: What is Point In Time Assessment (PITA)?

Overview

This article explains what Point In Time Assessment (PITA) is, compares it to Linear Assessment, and through examples details how progress can be shown over time and against targets.

Schools use various codes to describe a pupil’s ability. In this example, six codes are used:

  • Working Significantly Below the expected standard - typically pupils working below their Year Group.
  • Working Below the expected standard.
  • Working Just At the expected standard.
  • Working Securely At the expected standard.
  • Working Above the expected standard.
  • Working Significantly Above the expected standard - typically pupils working above their Year Group.

The PITA model can work with any set of codes and descriptors.

The following video explains the PITA model, including how it differs from traditional Linear assessment: 

Linear Assessment

In a linear model, a school may use the Securely At standard to refer to a pupil having understood most of the curriculum. This would mean it is unlikely that a pupil could be recorded as working at Above or Significantly Above before the Summer Term because there has not been enough time to teach enough of the curriculum up to that point. Therefore, most pupils will be recorded at the lower end of the linear scale early in the year.

It can be difficult to compare attainment across schools with this model as each school tends to use it's own linear scale.

PITA

In a PITA model, pupils are assessed according to whether they are on track to meet Age Related Expectations at the end of the academic year; an assessment of securely at the age-related expectation means if they continue to progress at the same rate they are very likely to achieve the expected standard at the end of the key stage.

The assessment is based on what has been covered up to that point in time.

Showing Progress

When schools use PITA, progress can be evidenced in many ways. Shifting to PITA means progress won't be measured by points or average scores. 

With a PITA model, a pupil has made progress if they have been assessed at the same judgement in two assessment points; Just At to Just At, Securely At to Securely At etc. A pupil who was assessed as Just At and then Securely At will show as having made more than expected progress.

The following examples show how progress can be monitored when using PITA.

Progress Over Time

The Summative Progress Analysis reports (Sonar Tracker: EYFS (2020) Summative Progress Analysis Report and Sonar Tracker: Primary Summative Progress Analysis Report) let you view your pupil assessments and progress in a tabular format between two points in time by subject. The example below is taken from a Primary Summative Progress Analysis report:

Alternatively, the Assessment Conversion Matrix reports (Sonar Tracker: EYFS (2020) Assessment Conversion Matrix Report and Sonar Tracker: Primary Assessment Conversion Matrix Report) will help you monitor a pupil's understanding of what is being taught over time. The report will show the ‘stage’ of understanding a pupil was at in any prior assessment period, most commonly the end of the previous key stage, and compare that to the latest assessment. This is useful when comparing ARE judgements with statutory outcomes.

These matrices can be configured to show you the pupils' names, to encourage further discussions, but by default, they display the number and percentage of pupils that have made less than expected, expected and better than expected progress for reporting to governors etc. The example below is taken from a Primary Assessment Conversion Matrix report:

 

Progress Against Targets

Another option is to predict and enter a Summer 2 target for each pupil (see Sonar Tracker: How do I set EYFS (2020) targets? and Sonar Tracker: How do I set primary targets?) and compare these targets against actual progress using Target Analysis reports (Sonar Tracker: EYFS (2020) Target Analysis Report and Sonar Tracker: Primary Target Analysis Report). When doing this, consider your knowledge of the pupils, including, for example, prior attainment and information regarding their emotional and social context. Using this knowledge, you can see who is on track, and who is not on track and, therefore, identify those pupils who may benefit from an intervention.

The example below is taken from a Primary Target Analysis report:

Further information

 

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