Introduction to CEM Pre-16 Computer Adaptive Assessments Glasgow 13 th February 2013...

Introduction to CEM

Pre-16 Computer Adaptive Assessments

Glasgow13th February 2013

Secondary@cem.dur.ac.uk

• Part of Durham University

• Largest educational research group in a UK university

• Working with 18 Scottish Authorities

• 1.3 million students on database each year

• More than 50% of UK schools use one or more CEM Systems

CEM: Centre for Evaluation and Monitoring

48

MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013

2005 2006 2007 2008 2009 2010 2011 2012 20130

50

100

150

200

250

300

350

400

450

500

Online Testing

Paper Testing

Academic Years

Sch

oo

ls

Pre-16Baseline Assessments

S1/S2 AfE Baseline Assessments

7 Timed sections

• Vocabulary• Maths• Proof Reading• PSA (Perceptial Speed and Accuracy)• Cross Sections• Block Counting• Pictures

Curriculum free test of Developed Ability –

lasting approximateley 55 minutes done on

Computer or on Paper

S1/S2 Vocab

S1/S2 Maths

S1 Skills: Proof Reading

S1 Skills: Proof Reading

S1 Skills: Perceptual Speed and Accuracy

S1 Non Verbal: Block Counting

S1 Non Verbal: Pictures

S2 Curriculum Assessments in:

• Reading• Maths • Science

Each assessment lasts approximately 45 minutes

Curriculum-based assessments covering:

Maths - Number, Money & Measurement- Information Handling- Space, Position & Movement

Science - Living Things & the Processes of Life - Earth & Space - Energy & Forces

- Attitudes to Science

Reading - Speed Reading - Text Comprehension - Passage Comprehension

S2 Curriculum-based Assessments (SOSCA)

Curriculum-based Assessments - Maths

Curriculum-based Assessments - Science

S2 Curriculum Assessment

Curriculum-based Assessments - Reading

Assessment Feedback

S1/S2 Baseline and Curriculum

David Martin, CEM

Secondary@cem.dur.ac.uk

Getting the most from your S1/S2 data

Use it to:

• Monitoring intake profiles• Understand pupil abilities• Identify Learning support needs• Identify Gifted and talented pupils

Low Vocab scores could indicate a difficulty which:

• Could contribute to under performance in most subjects

• Might lead to stressful situations• Should lead to further investigation

and possible intervention

Using your IPRs to Inform Teaching and Learning

Summary Points

Low Maths scores could indicate potential difficulties in subjects that require:

• Numerical skills• Logical thinking• Skills such as sequencing

Low Non Verbal scores could indicate potential difficulties in subjects that require:

• 3d and 3d into 2d visualisation• Spatial awareness• Extracting information from

visual images• Science, Design Tech, Art,

Geography …

Low Skills scores could indicate potential difficulties such as:

• Speed of processing/ working• Possible exam

underperformance• Poor written work