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Introduction to CEM
Pre-16 Computer Adaptive Assessments
Glasgow13th February 2013
• 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
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MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013
2005 2006 2007 2008 2009 2010 2011 2012 20130
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Online Testing
Paper Testing
Academic Years
Sch
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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
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
