1. Working with Colleagues, Parents and Students Course: Using CEM Data in Practice Day 2 Session 3 Thursday 18 th October 2012 Peter Hendry: CEM Consultant Peter.Hendry@cem.dur.ac.uk

2. CASE STUDY No. 2

4. Subjects

5. This will be interpreted as a personalised prediction The data doesnt work for this particular student Youre raising false expectation – hell never get that result! Youre making us accountable for guaranteeing particular grades – when the pupils dont get them well get sacked and the school will get sued! Teachers concerns….

6. Pupils 1.Make sure they know why they are taking the test. 2.Make sure they take it seriously 3.Make sure they dont deliberately mess it up in order to lower their BSGs! 4.Be prepared to look for clear anomalies and re-test if necessary 5.Explain the chances graphs to them clearly 1.Make sure they know why they are taking the test. 2.Make sure they take it seriously 3.Make sure they dont deliberately mess it up in order to lower their BSGs! 4.Be prepared to look for clear anomalies and re-test if necessary 5.Explain the chances graphs to them clearly

7. Parents 1.Make sure they know why the pupils are taking the test 2.Explain the results to them 3.Explain lots of times that the chances graphs and BSGs do NOT give personalised predictions 4.Ensure that they receive good quality feedback from staff when ambers or reds are awarded 5.Encourage them to ask lots of questions 1.Make sure they know why the pupils are taking the test 2.Explain the results to them 3.Explain lots of times that the chances graphs and BSGs do NOT give personalised predictions 4.Ensure that they receive good quality feedback from staff when ambers or reds are awarded 5.Encourage them to ask lots of questions