1 / 21

Introduction to CEM Pre-16 Computer Adaptive Assessments

Introduction to CEM Pre-16 Computer Adaptive Assessments . Glasgow 13 th February 2013. Secondary@cem.dur.ac.uk. CEM: Centre for Evaluation and Monitoring. Part of Durham University Largest educational research group in a UK university Working with 18 Scottish Authorities

connie
Download Presentation

Introduction to CEM Pre-16 Computer Adaptive Assessments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Introduction to CEMPre-16 Computer Adaptive Assessments Glasgow 13th February 2013 Secondary@cem.dur.ac.uk

  2. CEM: Centre for Evaluation and Monitoring • Part of Durham University • Largest educational research group in a UK university • Working with 18 Scottish Authorities • 1.3 million students on database each year • More than 50% of UK schools use one or more CEM Systems 48

  3. MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013 Schools Academic Years

  4. Pre-16Baseline Assessments

  5. S1/S2 AfE Baseline Assessments 7 Timed sections • Vocabulary • Maths • Proof Reading • PSA (Perceptial Speed and Accuracy) • Cross Sections • Block Counting • Pictures Curriculum free test of Developed Ability – lasting approximateley 55 minutes done on Computer or on Paper

  6. S1/S2 Vocab

  7. S1/S2 Maths

  8. S1 Skills: Proof Reading

  9. S1 Skills: Proof Reading

  10. S1 Skills: Perceptual Speed and Accuracy

  11. S1 Non Verbal: Block Counting

  12. S1 Non Verbal: Pictures

  13. S2 Curriculum Assessments in: • Reading • Maths • Science Each assessment lasts approximately 45 minutes

  14. S2 Curriculum-based Assessments (SOSCA) Curriculum-based assessments covering: Maths- Number, Money & Measurement - Information Handling - Space, Position & Movement Science - Living Things & the Processes of Life - Earth & Space - Energy & Forces - Attitudes to Science Reading- Speed Reading - Text Comprehension - Passage Comprehension

  15. Curriculum-based Assessments - Maths

  16. Curriculum-based Assessments - Science

  17. S2 Curriculum Assessment Curriculum-based Assessments - Reading

  18. David Martin, CEM Assessment FeedbackS1/S2 Baseline and Curriculum Secondary@cem.dur.ac.uk

  19. Getting the most from your S1/S2 data Use it to: • Monitoring intake profiles • Understand pupil abilities • Identify Learning support needs • Identify Gifted and talented pupils

  20. Using your IPRs to Inform Teaching and Learning Summary Points • Low Vocab scores could indicate a difficulty which: • Could contribute to under performance in most subjects • Might lead to stressful situations • Should lead to further investigation and possible intervention • Low Non Verbal scores could indicate potential difficulties in subjects that require: • 3d and 3d into 2d visualisation • Spatial awareness • Extracting information from visual images • Science, Design Tech, Art, Geography … • Low Skills scores could indicate potential difficulties such as: • Speed of processing/ working • Possible exam underperformance • Poor written work • Low Maths scores could indicate potential difficulties in subjects that require: • Numerical skills • Logical thinking • Skills such as sequencing

More Related