Using CEM’s Systems to Monitor Pupils’ Progress

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Using CEM’s Systems to Monitor Pupils’ Progress

Christine.Merrell@cem.dur.ac.ukwww.cemcentre.org

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CEM systems

• 1.1 million assessments are delivered each year

• Pupils aged 3 – 18 years

• CEM systems used in 44 countries

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Scotland

• CEM works with 15 Scottish Authorities– 650 schools use the Primary 1 Baseline

Assessment

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• England• Scotland • Wales• Australia• New Zealand• Netherlands• Germany• South Africa• Hong Kong• Serbia• Luxembourg

• Abu Dhabi• International Schools

PIPS On-entry Baseline Assessment

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Why assess?

• Profile of strengths and weaknesses for planning appropriate learning experiences

• Early indicator of special educational needs

• Monitor progress and attitudes of pupils and cohorts over time

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• Comparisons– Children within a class– Groups such as boys/girls– Classes within a year-group– Current cohorts with previous ones– Other schools within a consortium and nationally

• Progress over time

• Research– Within school– Nationally and internationally

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• Layers of information:– Diagnostic at pupil-level– Group and class trends– School-level information (including trends

over time)– Authority-level– National-level

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• Pre-school and Primary– Start and end of Pre-

school– Start and end of

Primary 1– P2, P3, P4, P5, P6,

P7

• Secondary– Start of S1– S2– Predictions of later

assessment grades

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Designing a baseline assessmentfor young children

• For value-added purposes, need items that are good indicators of later attainment

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Correlation = 0

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Correlation = 1

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Correlation = 0.7

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Child development and predicting later attainment

• Speech & Language– Before 6 months vowels are predominant– After 6 months use of consonants– 8 months: Babbling– 1 year: 6 words recognised by mother– 18 months: Approx. 50 words understood by mother– 2 years: Mother understands language– 3 years: Other adults understand language

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Reading

When beginning to read, children need different types of knowledge:

• Global and cultural awareness

• Vocabulary and basic understanding of language

• Conventions of print

• Phonological awareness

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Mathematics

• Babies born with numerosity of small quantities– Before acquisition of language– Subitising

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Early Arithmetic

Subitising

Learning to count

Learning simple arithmetic

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Start and End of Pre-school

• Language• Number• Personal, social and

emotional development

• Motor development

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Start and End of Primary 1

• Early Reading• Early Maths• Personal, social and

emotional development

• Attitudes• Behaviour

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What children know and can do:Lowest 1% in Scotland

• Vocabulary– Carrots, castle, butterfly

• Early Reading– Differentiate between reading and writing activities

• Early Maths– Identify biggest and smallest objects from a group

of three

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Average in Scotland

• Vocabulary– Saxophone, toadstool

• Early Reading– Identify several upper and lower case letters

• Early Maths– Name single digits– Solve informally presented sums

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Highest 1% in Scotland

• Early Reading– Read passages which include words such as

‘your’, ‘leave’, ‘everyone’, ‘thought’

• Early Maths– Carry out formally presented calculations e.g.

42 – 17 = – Identify 3-digit numbers

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Primary 2 – 7 ~ Diagnostic

• Reading– Word Recognition, Decoding, Comprehension

• Spelling• General Maths• Mental Arithmetic• Attitudes• Picture Vocabulary• Non-verbal Ability

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Reading – an Interactive Compensatory Process

Word recognition/decodingComprehension

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Problems with Literacy Acquisition

Phonological deficit

Visual memory

Speed of processing

These can overlap

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Maths Difficulties

• Institutional/Environmental

• Motivational

• Neuropsychological

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Monitoring Progress: The Importance of Developed Ability

Vocabulary Acquisition and Non-verbal Ability

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Start of school Early maths average for his age

End of Primary 1Maths average for his age

Primary 3Maths average for his age

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In Primary 3, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed

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The Non-Verbal elementassesses Ian’s ability to

solve novel puzzles quickly and accurately

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Combined, these assessments give a

picture of Ian’s ‘Developed Ability’

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Ian’s Developed Ability score suggests that he is a very able boy, far above

average

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Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be

difficult to identify this

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Traditional approach

Low Average High

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Adaptive approach

Low Average High

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