1. Yr 12 Parents Forum: ALIS data West Island School October 2013 Mike Williams (Data Development Leader)

2.  Advanced Level Information System  Run by Centre for Evaluation and Monitoring @ Durham University.  29 years worth of data.  1.3 Million Students in CEM system  About 10K students per year doing IB, mainly international schools and UK independent schools. ALIS

3. Measure Student’s ability Intake Profiles IPR - Strengths and Weaknesses, provides valuable information to support teaching and learning of individual students. Project future performance from national trends Chances Charts, target setting and subsequent monitoring. We do not use to predict future grades for University or IB predictors. Compare actual performance to Projected Performance Value-Added Reports. Used to assess performance of our school. Basic Principles of ALIS Data

4.  Assessed by a computer adaptive test that takes 1 hour Demo TestDemo Test  Measures developed ability rather than taught curriculum  No preparation is required for the test  Components are vocabulary (words and phrases) maths (numeracy) non-verbal (spatial/3d)  School and students’ test performances are compared to students around the word. ALIS : CABT Testing

5. Computer adaptive? Questions get harder when a the student answers a question correctly, vice versa

6. Vocabulary

7. Maths x/4 + 2

8. Non-Verbal: Cross-sections

9. Non-Verbal: Blocks 2

10. Non-Verbal: Pictures

11. Bands, percentiles, standardised scores… Standardised scores D C B A 105203014090958070996050 Percentiles: Standardised to include: 25% of students in each band 50% between 90-110 Mean score 100

12. Intake profile for current Year 12 at WIS

15.  Look at each example and discuss the potential impact on learning and teaching.  What could a student do to improve their ability in areas which are relatively low?  Do these scores have an impact on any future pathway decisions? Example IPRs

16. Example IPRs: Average WIS student

17. Example IPR: high maths and NV

18. Example IPR: relatively high non- verbal

19. Example IPR: relatively low maths

20. Example IPR: reletively low non- verbal

21. Example IPR: gifted student

22. Comparing maths and vocab baselines What guidance would you give this student?

23. Predictions: regression curves from past results used to make predictions for future results

24. Regression Curves for HL Subjects: it is ‘easier’ to get a higher grade in some subjects

25. Sample Chances Charts The following charts show the percentage of students, who achieved the same baseline score as your children, went on to score a particular grade at IB. It is not meant to predict what grade your children will achieve, but is an indication of how previous students of similar ability performed in that subject. Two baselines are used. (LHS) Average GCSE score, (RHS) ALIS (CABT) test score. The black line shows the average score achieved by students of similar ability, this is shown as ‘predictions points’ in the table at the top Note: GCSE grades are converted into numbers A*=8, A=7, B=6, etc.

26. GCSE predictions similar to CABT test predictions – as expected

27. GCSE predictions above CABT test predictions – hard working student ?

28. GCSE predictions below CABT test predictions – underperformed at GCSE?

29. These students may have underperformed at GCSE. We would try to ensure that they are ‘on task’ from the start of their IB course. Tracking: Using CABT and GCSE based predictors to highlight IB students who may have underperformed at GCSE This is a current year 12 IB class

30. Tutors and year teams can use charts to track progress at each reporting point. This student would be tracked and supported by the tutor and upper- school team as she may be underperforming and she is in danger of not achieving the IB Diploma. This chart shows the progress of students in a tutor group compared with their average predicted grade.