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1 Using CEM’s Systems to Monitor Pupils’ Progress Christine.Merrell@cem.dur.ac.uk www.cemcentre.org
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2 CEM systems 1.1 million assessments are delivered each year Pupils aged 3 – 18 years CEM systems used in 44 countries
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3 Scotland CEM works with 15 Scottish Authorities –650 schools use the Primary 1 Baseline Assessment
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4 England Scotland Wales Australia New Zealand Netherlands Germany South Africa Hong Kong Serbia Luxembourg Abu Dhabi International Schools PIPS On-entry Baseline Assessment
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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
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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
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7 Layers of information: –Diagnostic at pupil-level –Group and class trends –School-level information (including trends over time) –Authority-level –National-level
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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
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9 Designing a baseline assessment for young children For value-added purposes, need items that are good indicators of later attainment
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10 Correlation = 0
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11 Correlation = 1
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12 Correlation = 0.7
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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
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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
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15 Mathematics Babies born with numerosity of small quantities –Before acquisition of language –Subitising
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16 Early Arithmetic Subitising Learning to count Learning simple arithmetic
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17 Start and End of Pre-school Language Number Personal, social and emotional development Motor development
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18 Start and End of Primary 1 Early Reading Early Maths Personal, social and emotional development Attitudes Behaviour
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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
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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
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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
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22 Primary 2 – 7 ~ Diagnostic Reading –Word Recognition, Decoding, Comprehension Spelling General Maths Mental Arithmetic Attitudes Picture Vocabulary Non-verbal Ability
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23 Reading – an Interactive Compensatory Process Word recognition/decoding Comprehension
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24 Problems with Literacy Acquisition Phonological deficit Visual memory Speed of processing These can overlap
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25 Maths Difficulties Institutional/Environmental Motivational Neuropsychological
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26 Monitoring Progress: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability
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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
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28 In Primary 3, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed
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29 The Non-Verbal element assesses Ian’s ability to solve novel puzzles quickly and accurately
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30 Combined, these assessments give a picture of Ian’s ‘Developed Ability’
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31 Ian’s Developed Ability score suggests that he is a very able boy, far above average
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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
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33 Traditional approach LowAverageHigh
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34 Adaptive approach LowAverageHigh
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