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

Slides:



Advertisements
Similar presentations
Stephen Albone Diagnosing and Remediating Mathematical Problems Using InCAS Software.
Advertisements

Using CEM Data in Practice: Feedback from CEM Secondary Assessments
QTS Numeracy Tests: Questions for Turning Somersaults? Clare Trott and Hilary Maddocks.
The MidYIS Test.
MIDYIS – A BRIEF INTRODUCTION
Introduction to CEM and the Baseline Tests
Peter Finlayson Quality improvement Officer February 2013.
Interpreting and Using ePIPS(P3,5,7) Feedback Glasgow 13 th February 2013.
Introduction to CEM Primary Dr Chris Jellis Research Associate CEM.
An Introduction to CEM Secondary Monitoring Systems Assessment for Excellence S1/S2 Baseline Assessment (MidYIS) & S2 Curriculum-based.
Yr 12 Parents Forum: ALIS data West Island School November 2012.
Interactive Computerised Assessment System
Statutory Curriculum 2014 If nothing ever changed there would be no butterflies. Parent meeting Tuesday 16 th September 2014.
Neil Defty, Secondary Systems Programme Manager New Developments from CEM Bristol, April 2011.
Assessment and Data Year 7 and 8
Including Cognitive Disabilities in International Standards David Fourney Department of Computer Science, University of Saskatchewan, Saskatoon, Saskatchewan,
Interpreting Feedback from Baseline tests- Whole School and Individual Student Data CEM CONFERENCE EXETER Geoff Davies Day 1 Session 2 27 th February 2013.
St Aloysius’ College Junior School Glasgow. St Aloysius’ College The Junior School.
Using MidYIS to inform Teaching & Learning
Secondary Information Systems
MATHEMATICAL DISABILITIES Reasoning, Computation, Making Connections.
Dr Helen Cramman, CEM Schools Liaison CEM Conference, 29 May 2012 InCAS.
Neil Defty, Secondary Systems Programme Manager New Developments from CEM London, January 2011.
GRE (G RADUATE R ECORD E XAMINATION ) Source:
Introduction to CEM and Computer Adaptive Assessments
Welcome & Introduction.  The largest educational research unit in a UK university (75 staff)  1.1 million assessments are taken each year  More than.
1 Using CEM’s Systems to Monitor Pupils’ Progress
Using Alis Predictive Data Dr Robert Clark Alis Project Manager.
Dr Helen Cramman, CEM Schools Liaison CEM Conference, 30 May 2012 InCAS.
Yr 7 Parents Forum: Introduction to MidYIS West Island School October 2013.
Yr 12 Parents Forum: ALIS data West Island School October 2013 Mike Williams (Data Development Leader)
1 An Investigation of The Response Time for Maths Items in A Computer Adaptive Test C. Wheadon & Q. He, CEM CENTRE, DURHAM UNIVERSITY, UK Chris Wheadon.
Baseline testing in Reporting and Assessment Patrick Moore – Head of Assessment and Reporting.
1 Assessment and Monitoring in the Primary Years
Monitoring Schools Using CEM Data David Tickner Deputy Head Newcastle School for Boys.
The use of CEM data for teachers of pupils with Specific Learning Difficulties.
Introduction to CEM Secondary Pre-16 Information Systems Neil Defty Secondary Systems Programme Manager.
Introduction to CEM Secondary Pre-16 Information Systems Nicola Forster & Neil Defty Secondary Systems Programme Managers London, June 2011.
Neil Defty, Secondary Systems Programme Manager, CEM November An Introduction to CEM Secondary Monitoring Systems MidYIS (S1.
CEM (NZ) Centre for Evaluation & Monitoring College of Education Dr John Boereboom Director Centre for Evaluation & Monitoring (CEM) University of Canterbury.
Interpreting Feedback from Baseline Tests - Whole School & Individual Student Data Course: CEM Information Systems for Beginners and New Users Day 1 Session.
CEM (NZ) Centre for Evaluation & Monitoring College of Education Dr John Boereboom Director Centre for Evaluation & Monitoring (CEM) University of Canterbury.
Making the most of Assessment Data in the Secondary Years Dr Robert Clark.
On behalf of the 13 Buckinghamshire grammar schools.
CEM (NZ) Centre for Evaluation & Monitoring College of Education Dr John Boereboom Director Centre for Evaluation & Monitoring (CEM) University of Canterbury.
Chapter 9 Using Standardized Tests to Look at Cognitive Development
SOSCA Assessments at end S2
CEM (NZ) Centre for Evaluation & Monitoring College of Education
Target Setting at KS3 and KS4
Governors’ Update RaiseOnline & Fischer Family Trust
CEM (NZ) Centre for Evaluation & Monitoring College of Education
Welcome to Year 6 Parent Meeting
Year 7 Curriculum Evening
Peterson’s College Placement Skills Training CPST
InCAS Feedback
SATs 2018 Red Hill Primary School 15th March 2018
Understanding CAT and PASS Assessments
Assessment and Monitoring in the Primary Years
Welcome to our Y6 SATs information evening!
End of Key Stage Assessment Meeting
Introduction to CEM Secondary Pre-16 Information Systems
The MidYIS Test.
Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability
Year 7 Curriculum Evening
Course: CEM Information Systems for Beginners and New Users
End of Key Stage Assessment Meeting
Responding to Recent Debates in Education: Review of KS2 Testing, Assessment & Accountability
Using CEM data for T and L
Target Setting and Monitoring
Presentation transcript:

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