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

Part of Durham UniversityPart of Durham University Largest educational research group in a UK universityLargest educational research group in a UK university Working with 18 Scottish AuthoritiesWorking with 18 Scottish Authorities 1.3 million students on database each year1.3 million students on database each year More than 50% of UK schools use one or more CEM SystemsMore 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 Academic Years Schools

Pre-16 Baseline 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: 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

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