1. Katharine Bailey Director of Applied Research How might diagnostic, computer- adaptive assessment inform personalised learning and help teachers to use interventions that work

2. Outline CEM, Durham University Assessment Assessment for evaluation InCAS Proposal for Redcar & Cleveland

3. The Centre for Evaluation and Monitoring (CEM), Durham University, England Established over 30 years ago The largest educational research unit in a UK university Develop assessments for children aged 3-18 Over 1 million assessments are taken each year More than 50% of UK secondary schools use one or more CEM system CEM systems used in over 70 countries

4. Assessment – why it is used

5. Demonstrate progress Identify where interventions may be required At pupil, class, school, authority level Identify interventions that work

6. Assessment – when used badly Narrowing of the curriculum Encourage game-playing Reinforce stereotypes Inappropriate labelling Plays its part in negative outcomes for some children

7. Meet Pigpen … He lives on a council estate with his mum and dad, both of whom are third generation unemployed. His mum wears her slippers to the school gate, he never does his homework, he doesn’t have a warm coat in the winter. And he smells.

8. Age 4 Labelled as ‘bad learner’ because of his background (Bradbury 2013) Age 5 ‘Game playing’ with EYFSP data masks Pigpen’s aptitude for maths (Bradbury 2013) Age 6 Pigpen expresses disruptive behaviour in the classroom and falls behind (Merrell and Tymms 2006) Age 8 A cycle of low expectations and underachievement perpetuates to keep Pigpen at the bottom of his class (Gillborn 1990) Age 11 Pigpen is one of the 25% of children given an inappropriate NC level (Wiliam 2000) Age 12 Pigpen fails to make expected progress in maths and is tracked into a low ability group (Robertson and Symons 2003) Age 13 Ongoing issues with parental engagement result in further falling behind (McLoyd 1998) Age 15 Tiered exam entry prevents Pigpen from getting higher than a grade C (Gillborn and Youdell 2000)

9. Age 5 ‘Game playing’ with EYFSP data masks Pigpen’s aptitude for maths (Bradbury 2013) Age 11 Pigpen is one of the 25% of children given an inappropriate NC level (Wiliam 2000) Age 12 Pigpen fails to make expected progress in maths and is tracked into a low ability group (Robertson and Symons 2003) Age 15 Tiered exam entry prevents Pigpen from getting higher than a grade C (Gillborn and Youdell 2000)

10. Assessment – when used well Provides evidence that learning has happened Narrows attainment gaps Plays its part in improving pupil outcomes

11. Meet Lucy … Lucy and her family live on a leafy cul-de-sac at the edge of town. Her dad is a quantity surveyor and her mum stays at home to look after her and her little brother. She always has her hair brushed, her shoes are shiny and she has a lovely smile.

12. Age 4 Lucy comes into school having been at a good independent nursery (Sylva 2010) Age 5 Lucy’s parents have high expectations for her (Fan and Chen 2001) Age 6 Lucy’s teacher is socially and emotionally competent (Jennings and Greenberg 2009) Age 8 Peer-tutoring interventions give Lucy a huge boost (+6 months) (EEF Teaching and Learning Toolkit) Age 11 Teachers made good use of data for school improvement (Campbell and Levin 2009) Age 12 Lucy is give short, focussed homework tasks (+5 months) (EEF Teaching and Learning Toolkit) Age 13 Assessment data supports Lucy’s aptitute for maths and she is streamed with the top ability set Age 14 Lucy gets constructive feedback from her teachers (EEF Teaching and Learning Toolkit)

13. Age 11 Teachers made good use of data for school improvement (Campbell and Levin 2009) Age 13 Assessment data supports Lucy’s aptitute for maths and she is streamed with the top ability set

15. How to be angelic in your use of assessment data Good basic understanding of statistical concepts Good basic understanding of assessment concepts Healthy attitude to data Broad engagement Practice

16. Using an assessment to evaluate effectiveness of an intervention Fife Peer Learning Project First project to implement and evaluate large-scale systematic approach Launched in November 2006 129 out of 145 primary schools in the authority Impact evaluated using a randomised controlled trial (RCT) Same age, cross age, light and intensive, maths and reading

17. Using an assessment to evaluate effectiveness of an intervention Cross age worked best for both maths and reading Two year age gap – Year 5 tutoring Year 3 then Year 6 tutoring Year 4 – Same pupils over two year period One twenty minute session per week, intensive condition didn’t add anything

18. Paired reading - DIY Reading together Tutor and tutee read together until tutee signals that they confident to continue alone Select pairs Rank on ability, consider personality differences Maintain pairs over initial difficulties Book choice Tutee choses a book that interests them Check for readability Error correction If tutee fails to self correct after 4-5 secs tutor corrects Tutor praises Pair continue to read together until tutee signals

19. http://educationendowmentfoundation.org.uk

20. Helping pupils with InCAS A computer-delivered adaptive and diagnostic test of maths and reading – Adaptive test – Diagnostic – Maths General maths, mental arithmetic – Reading Reading and spelling

28. Proposal for Redcar & Cleveland Use InCAS assessment data to explore transition issues in the Council Based on the principles that – InCAS is an independent and objective measure of reading and maths – InCAS data can be used by Year 7 to target difficulties at an early stage – Discussion around the InCAS diagnostic information will facilitate transition

29. Proposal for Redcar & Cleveland Phase 1 (September 2014) – Primary schools use InCAS to assess Year 6 children – Training in the use of InCAS data for improving pupil outcomes delivered for all Year 6 teachers Phase 2 (June 2015) – Workshop sessions for Year 6 teachers and key transition staff from the secondary schools

30. Next steps For more information on the Redcar and Cleveland proposal contact David Major (David.Major@redcar-cleveland.gov.uk )David.Major@redcar-cleveland.gov.uk For more information on InCAS and other CEM assessments (gayle.haywood@cem.dur.ac.uk)gayle.haywood@cem.dur.ac.uk