Using CEM data for T and L Peter Hendry: CEM Consultant Using CEM data for T and L Course: Using CEM data in Practice Day 1 Session 2 Tuesday 29th May 2012 Peter.Hendry@cem.dur.ac.uk

USING BASELINE DATA FOR TEACHING AND LEARNING IF FEEDBACK DATA IS TO BE TRUSTED THEN PROBABLY: The students understood the purpose of the assessments And each student did their best at the time……. How did your students perform? What strengths and weaknesses do they have? As a year group, how able are they? How are the students likely to perform in the future?

C B D A Bands, percentiles, standardised scores… Standardised scores 10 5 20 30 1 40 90 95 80 70 99 60 50

Band Profile Graph: all MidYIS cohort A school with a ‘completely average’ intake would have 25% of pupils within each band. Checking this graph each year will give you an immediate overview of your intake. Band D Band A

Band D Band A Band D Band A Comments?

On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2) would not be higher than 100.6 + 2.2 = 102.8 would not be lower than 100.6 – 2.2 = 98.4

Using national baseline test scores to Identify Gifted Pupils Scores over 130 – top 2% nationally Scores over 126 – top 5% nationally Scores over 120 – top 10% nationally Scores over 110 – top 25% nationally

Year 7: the ‘top’ students

COMMENTS?

SEN use of MIDYIS test results Analysis of baseline test individual skill profiles to indicate potential areas of learning difficulties e.g. If the two lowest scores are the vocabulary and skills section and are, or close to being, statistically significant (see IPR) Then the student might be dyslexic....... Follow-up with appropriate diagnostic tests…..

An INSIGHT IPR: curriculum and ability assessment at end of KS3 Individual Pupil Record (IPR) Student 1

Student 1

Student 2