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Feedback from CEM Assessments: Individual Pupil Records & Predictions

Feedback from CEM Assessments: Individual Pupil Records & Predictions. Belfast, March 6 th 2013 Neil Defty Business & Development Manager CEM Neil@cem.dur.ac.uk. Baseline Assessment Data. To inform professional judgement To start a conversation.

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Feedback from CEM Assessments: Individual Pupil Records & Predictions

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  1. Feedback from CEM Assessments: Individual Pupil Records & Predictions Belfast, March 6th 2013 Neil Defty Business & Development Manager CEM Neil@cem.dur.ac.uk

  2. Baseline Assessment Data • To inform professional judgement • To start a conversation

  3. USING BASELINE DATA FOR TEACHING AND LEARNING IF FEEDBACK DATA IS TO BE TRUSTED THEN PROBABLY: • The students understood the purpose of the assessments • And each student did their best at the time……. • As a year group, how able are they? • What strengths and weaknesses does the group have? • How did each student perform?

  4. Bands, percentiles, standardised scores… 30 10 5 1 40 90 20 80 70 99 60 50 95 C B A D Standardised scores Percentiles: 25 75

  5. Alis: year 12 students, two baseline profiles for the same school Nationally, 25% in each band

  6. Band Profile Graph: all MidYIS cohort A school with a ‘completely average’ intake would have 25% of pupils within each band. Band D Band A Checking this graph each year will give you an immediate overview of your intake.

  7. Band D Band A Band D Band A

  8. On another day, with 95% certainty, the score of 100.6(+/- 1.1 x 2) • would not be higher than 100.6 + 2.2=102.8 • would not be lower than 100.6 – 2.2 =98.4

  9. Individual Pupil Records (IPRs) (See www.cem.org/midyisiprbooklet for report: “Using MidYIS Individual Pupil Records to Inform Teaching and Learning”) • To start a conversation

  10. INSIGHT Pupil IPR

  11. IPRs in KS3 Levels NATIONAL AVERAGE

  12. The code: j: reduces size k: infills m: inverts

  13. “Predictions”

  14. How is a ‘prediction’ generated? A* * ** *** ******************* A * ** *** ******************************** B * ** *** ********************************* *** ** * C * ** *** ************************************ *** ** * GRADE GRADE * ** *** ******************************** **** ** * * ** ***************************** *** ** * * ** *** ******************* ** * * * ** *********** ** * 50 100 150 BASELINE SCORE

  15. 3 key points are: • The higher the baseline score the higher the final grade • Any one grade is achievable from a range of baseline scores • From any baseline score, a range of grades are possible

  16. How is a ‘prediction’ generated? 50% on or above the trend line A* * ** *** ******************* Subject National trend line (regression line) A * ** *** ******************************** B * ** *** ********************************* *** ** * ‘PREDICTION’ (expected grade) C * ** *** ************************************ *** ** * GRADE GRADE * ** *** ******************************** **** ** * * ** ***************************** *** ** * * ** *** ******************* ** * * 50% on or below the trend line * ** *********** ** * BASELINE SCORE

  17. ‘Predictions’…...are based on Average performance by similar pupils in past examinations The problem with the word ‘prediction’ is…? An alternative is ‘expected’ grade

  18. Predictions 6.6 points = A/B Trend line 4 points = D

  19. FACTORS THAT WILL INFLUENCE RELIABILITY OF PREDICTIONS: • Knowledge of student • Parental support/home life • Peer influences/social life • Student attitude, interest, language • Expectations of staff • Department/institution ethos • Resources • Quality of teaching and learning: pace of lessons • Understanding how children learn……… • And the reliability of the predictions......

  20. Correlation = 1 Result

  21. Correlation = 0 Correlation = 0.7

  22. The graph below shows the middle 2/3 of some subject trend lines

  23. Prediction/expected grade: 5.1 grade C Most likely grade

  24. Not a label for life...just another piece of information • The Chances graphs show that, from almost any baseline score, students come up with almost any grade - - -there are just different probabilities for each grade depending on the baseline score. • In working with students these graphs are more useful than a single predicted or target grade • Chances graphs show what can be achieved: • By students of similar ability • By students with lower baseline scores

  25. to place school at 75th percentile of value added results

  26. Or insert own values and click Adjust

  27. Prediction/expected grade: 6.4 grade A/B Most likely grade

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