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CEM Data and Self-Evaluation. Dr Robert Clark ALIS Project Manager. Evaluation. Maintained Schools & Sixth Forms. Independent Schools. Pupils’ Progress. A2.2 / 2.3. C1.4. Welfare, Health & Safety. A2.5 / 2.7. C3. Spiritual, Moral, Social and Cultural Development. A2.8 / 2.10 / 2.11. - PowerPoint PPT Presentation
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CEM Data and Self-Evaluation
Dr Robert Clark
ALIS Project Manager
Key Areas that CEM Data can Inform:
C2A2.8 / 2.10 / 2.11Spiritual, Moral, Social and Cultural Development
C3A2.5 / 2.7Welfare, Health & Safety
C1.4A2.2 / 2.3Pupils’ Progress
Independent Schools
Maintained Schools & Sixth Forms
Evaluation
Data Access
Websites
Pre-16
Feedback available here
Paris
Alis (Y12 / Y13)
Regular Access to all Predictive & VA
reports
Immediate access to recently
generated reports
Regular Access to Attitudinal reports
Paris
Pupils’ Progress
• Progress relative to Ability (not same as Pupil attainment)
Attainment on Entry
Value-Added
Intake Profiles : Pre-16(Maintained Schools)
Current Year
Profiles
Historical Profiles
MidYIS (Y7 - Y9) : Baseline Feedback
Choose chohort / project
(MidYIS / Yellis /
INSIGHT)
INSIGHT (Y9) : Baseline Feedback
Current Year
Profiles
Yellis (Y10 / Y11) : Baseline Feedback
Current Year
Profiles
Overall: Percent in each BandYear 7 MidYIS Test 2010/2011
26
31
27
16
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Also available for individual test
sections
Historical Band Profiles: Overall Score(Nationally Representative Standardisation)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
MidYIS Baseline Testing Year
Pe
rce
nta
ge
Band D
Band C
Band B
Band A
Intake Profiles – MidYIS(Independent Schools)
Current Year Profiles based on National
data
Historical Profiles including ISI 7 band
profile (National data)
Current Year Profiles based on Independent
Schools data
Historical Profiles profile (Independent
Schools data)
7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2011
0 0 1 2
10
39
49
0
10
20
30
40
50
<= 76 76 - 88 88 - 96 96 - 105 105 - 113 113 - 125 >= 125
Far BelowAverage
Well BelowAverage
BelowAverage
Average AboveAverage
Well AboveAverage
Far AboveAverage
Category
Per
cen
tag
e Designed to aid ISI Inspections
Band BBand C Band ABand D
Intake Profiles : Post-16
(Alis)
Alis (Y12 / Y13) : Predictive Data
Select Exam Year(complete Y13) Current Year
& Historical
Intake Profiles
Intake Profiles (Historical)
Value Added : Pre-16(Maintained Schools)
MidYIS (Y7 - Y9) : Value Added Feedback
Choose cohort / project(MidYIS / Yellis / INSIGHT)
Value-Added data including
SPC
VA Rank Order
INSIGHT (Y9) : Value Added Feedback
Value-Added data
Yellis (Y10 / Y11) Value Added Feedback
Value Added Reports.
(Scatter Plots & SPC in Paris)
Value Added : Pre-16(Independent Schools)
MidYIS (Y7 - Y9) : Value Added Feedback
VA based on Independent
Schools
INSIGHT (Y9) : Value Added Feedback
VA based on Independent
Schools
Value Added : Post-16(Alis)
Alis (Y12 / Y13) : Value Added
VA Summary including SPC
and Rank Order
Value Added Charts(Interpretation)
Key Questions:
1. Is the performance inline with expectation or is it higher / lower than could reasonably be expected ?
2. If the performance is not inline with expectation, can it be confidently ascribed to the Teaching & Learning Processes ?
SPC Chart
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Year
95 % Confidence Interval
‘Normal’ Variation
99.7 % Confidence Interval
‘Normal’ Variation
School VA Values
Interesting Trends
and similarly for negative trends…
Subject Summary - 3 Year Average
Subject Summary - Current Year
Welfare, Health & Safety
Spiritual, Moral, Social and Cultural Development
• CEM Attitudinal & SEF Surveys
SEF Survey
•Extent of Bullying
•Extent of Racism
•Extent of Sectarianism
•Healthy Lifestyles
•How Well do Learners Make a Positive Contribution to the Community
•How Well do Learners Prepare for Their Future Economic Well Being
•Other Health and Safety Issues
•School's/College's Action on Bullying
•School's/College's Action on Racism
•School's/College's Action on Sectarianism
•School's/College's Action on Sexual Harassment
•Spiritual, Moral, Emotional and Cultural Development
To them out… www.intuproject.org/demos
How Well do Learners Make a Positive Contribution to the Community
School’s / College’s Action on Sexual Harassment
Spritual, Moral, Emotional and Cultural Development (a)
Spritual, Moral, Emotional and Cultural Development (b)
Dr Robert ClarkAlis Project Manager
robert.clark@cem.dur.ac.uk0191 33 44 193
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