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Using CEM’s Systems to Monitor Pupils’ Progress

Using CEM’s Systems to Monitor Pupils’ Progress. Christine.Merrell@cem.dur.ac.uk. www.cemcentre.org. CEM systems. 1.1 million assessments are delivered each year Pupils aged 3 – 18 years CEM systems used in 44 countries. Scotland. CEM works with 15 Scottish Authorities

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Using CEM’s Systems to Monitor Pupils’ Progress

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  1. Using CEM’s Systems to Monitor Pupils’ Progress Christine.Merrell@cem.dur.ac.uk www.cemcentre.org

  2. CEM systems • 1.1 million assessments are delivered each year • Pupils aged 3 – 18 years • CEM systems used in 44 countries

  3. Scotland • CEM works with 15 Scottish Authorities • 650 schools use the Primary 1 Baseline Assessment

  4. Abu Dhabi • International Schools PIPS On-entry Baseline Assessment • England • Scotland • Wales • Australia • New Zealand • Netherlands • Germany • South Africa • Hong Kong • Serbia • Luxembourg

  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

  6. Comparisons • Children within a class • Groups such as boys/girls • Classes within a year-group • Current cohorts with previous ones • Other schools within a consortium and nationally • Progress over time • Research • Within school • Nationally and internationally

  7. Layers of information: • Diagnostic at pupil-level • Group and class trends • School-level information (including trends over time) • Authority-level • National-level

  8. Secondary • Start of S1 • S2 • Predictions of later assessment grades • Pre-school and Primary • Start and end of Pre-school • Start and end of Primary 1 • P2, P3, P4, P5, P6, P7

  9. Designing a baseline assessmentfor young children • For value-added purposes, need items that are good indicators of later attainment

  10. Correlation = 0

  11. Correlation = 1

  12. Correlation = 0.7

  13. Child development and predicting later attainment • Speech & Language • Before 6 months vowels are predominant • After 6 months use of consonants • 8 months: Babbling • 1 year: 6 words recognised by mother • 18 months: Approx. 50 words understood by mother • 2 years: Mother understands language • 3 years: Other adults understand language

  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

  15. Mathematics • Babies born with numerosity of small quantities • Before acquisition of language • Subitising

  16. Early Arithmetic Subitising Learning to count Learning simple arithmetic

  17. Start and End of Pre-school • Language • Number • Personal, social and emotional development • Motor development

  18. Early Reading • Early Maths • Personal, social and emotional development • Attitudes • Behaviour Start and End of Primary 1

  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

  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

  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

  22. Primary 2 – 7 ~ Diagnostic • Reading • Word Recognition, Decoding, Comprehension • Spelling • General Maths • Mental Arithmetic • Attitudes • Picture Vocabulary • Non-verbal Ability

  23. Word recognition/decoding Reading – an Interactive Compensatory Process Comprehension

  24. Problems with Literacy Acquisition Phonological deficit Visual memory Speed of processing These can overlap

  25. Maths Difficulties • Institutional/Environmental • Motivational • Neuropsychological

  26. Monitoring Progress: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability

  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

  28. In Primary 3, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed

  29. The Non-Verbal element assesses Ian’s ability to solve novel puzzles quickly and accurately

  30. Combined, these assessments give a picture of Ian’s ‘Developed Ability’

  31. Ian’s Developed Ability score suggests that he is a very able boy, far above average

  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

  33. Traditional approach Low Average High

  34. Adaptive approach Low Average High

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