1 Using CEM’s Systems to Monitor Pupils’ Progress

2 CEM systems 1.1 million assessments are delivered each year Pupils aged 3 – 18 years CEM systems used in 44 countries

3 Scotland CEM works with 15 Scottish Authorities –650 schools use the Primary 1 Baseline Assessment

4 England Scotland Wales Australia New Zealand Netherlands Germany South Africa Hong Kong Serbia Luxembourg Abu Dhabi International Schools PIPS On-entry Baseline Assessment

5 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

6 Comparisons –C–Children within a class –G–Groups such as boys/girls –C–Classes within a year-group –C–Current cohorts with previous ones –O–Other schools within a consortium and nationally Progress over time Research –W–Within school –N–Nationally and internationally

7 Layers of information: –Diagnostic at pupil-level –Group and class trends –School-level information (including trends over time) –Authority-level –National-level

8 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

9 Designing a baseline assessment for young children For value-added purposes, need items that are good indicators of later attainment

10 Correlation = 0

11 Correlation = 1

12 Correlation = 0.7

13 Child development and predicting later attainment Speech & Language –B–Before 6 months vowels are predominant –A–After 6 months use of consonants –8–8 months: Babbling –1–1 year: 6 words recognised by mother –1–18 months: Approx. 50 words understood by mother –2–2 years: Mother understands language –3–3 years: Other adults understand language

14 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

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

16 Early Arithmetic Subitising Learning to count Learning simple arithmetic

17 Start and End of Pre-school Language Number Personal, social and emotional development Motor development

18 Start and End of Primary 1 Early Reading Early Maths Personal, social and emotional development Attitudes Behaviour

19 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

20 Average in Scotland Vocabulary –Saxophone, toadstool Early Reading –Identify several upper and lower case letters Early Maths –Name single digits –Solve informally presented sums

21 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

22 Primary 2 – 7 ~ Diagnostic Reading –Word Recognition, Decoding, Comprehension Spelling General Maths Mental Arithmetic Attitudes Picture Vocabulary Non-verbal Ability

23 Reading – an Interactive Compensatory Process Word recognition/decoding Comprehension

24 Problems with Literacy Acquisition Phonological deficit Visual memory Speed of processing These can overlap

25 Maths Difficulties Institutional/Environmental Motivational Neuropsychological

26 Monitoring Progress: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability

27 Start of school Early maths average for his age End of Primary 1 Maths average for his age Primary 3 Maths average for his age

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

29 The Non-Verbal element assesses Ian’s ability to solve novel puzzles quickly and accurately

30 Combined, these assessments give a picture of Ian’s ‘Developed Ability’

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

32 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

33 Traditional approach LowAverageHigh

34 Adaptive approach LowAverageHigh

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