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Introduction to CEM and the Baseline Tests

Introduction to CEM and the Baseline Tests. Robert Clark Neil Defty Nicola Forster. Who / What is CEM ?. Centre for Evaluation & Monitoring Not for Profit Organisation Part of Durham University Close links to School of Education Established 1985 Nursery / Reception  Post-16

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Introduction to CEM and the Baseline Tests

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  1. Introduction to CEM and the Baseline Tests Robert Clark Neil Defty Nicola Forster

  2. Who / What is CEM ?

  3. Centre for Evaluation & Monitoring • Not for Profit Organisation • Part of Durham University • Close links to School of Education • Established 1985 • Nursery / Reception  Post-16 • Monitoring Systems, Research and Evaluation Projects • UK & International • Over 1/3 Secondary & Post-16 Establishments • Informed by Evidence from Research

  4. The Systems

  5. Alis GCSE Computer Adaptive Baseline Test A / AS / Btec / IB etc GCSE Yellis Computer Adaptive Baseline Test MidYIS Computer Adaptive Baseline Test The Systems Year 13 Year 12 Year 11 Year 10 KS3 Combines curriculum tests with developed ability INSIGHT Year 9 Year 8 Year 7

  6. Early Testing & Predictions Typical Timeline • Testing is available from June at end of previous academic year e.g. Y6 / Y9 / Y11 • The baseline score is measured as early as possible and the information sent to CEM • The institution then receives feedback from CEM: baseline test results and predictions • The public examination results are sent to CEM when received by the institution • The value added data is available from September via the Institution’s website at CEM

  7. Baseline Assessments of Developed Ability

  8. Baseline Assessment • Year 7 (8) • Year 9 • Year 10 (11) • Year 12 (13+) Computer Adaptive Baseline Test Vocab Maths Non Verbal

  9. What is an Adaptive test ? • All questions allocated to groups of different difficulty • All students in a year group get common difficulty starting question • If answer correct, next question harder • If answer wrong, next question easier • Test looks at all answers in a section and homes in on questions of a suitable difficulty for student Try it yourself at www.intuproject.org/demos

  10. X         

  11. Standardisation • Test scores are standardised; Mean = 100, SD = 15

  12. The Computer Adaptive Baseline Test: Adaptive components common to MidYIS, Yellis, and Alis are: Vocabulary Maths Non- adaptive sections: Non-verbal (MidYIS, Yellis, Alis) Skills (MidYIS only) Assessments are ‘curriculum free’: i.e. students are not taught prior to the test Measure of acquired ability There is no preparation for the test

  13. Difficult vocabulary

  14. Difficult maths

  15. Non-Verbal: Cross-sections

  16. Non-Verbal: Blocks

  17. Pictures Non-Verbal: Pictures

  18. Skills: Proof Reading

  19. Skills: Perceptual Speed and Accuracy

  20. INSIGHT Curriculum-based assessments covering: Maths- Number & Algebra - Handling Data - Space, Shape & Measurement Science- Biology, Chemistry, Physics, - Attitudes to Science Reading- Speed Reading - Text Comprehension - Passage Comprehension • Additionally for INSIGHT: • Developed Ability • Vocabulary • Non verbal,Skills • Attitudinalmeasures

  21. INSIGHT - Maths

  22. INSIGHT - Maths

  23. INSIGHT - Science Plus Attitude to Science: Perception of Science, Relevance to Self, Environmental Actions, Enjoyment of Science

  24. INSIGHT – Reading(Text Comprehension)

  25. INSIGHT – Reading(Passage Comprehension)

  26. INSIGHT – Reading(Speed Reading)

  27. INSIGHT – Developed Ability

  28. Measuring Ability Key Stage Data or Baseline Test ?

  29. Key Stage Baselines – KS2; GCSE Independent Baseline Test – CEM Adaptive Test

  30. Average GCSE = 6 Average GCSE = 6 Average GCSE = 6 The Effect of Prior Value Added Beyond Expectation +ve Value-Added In line with Expectation 0 Value-Added Below Expectation -ve Value-Added Do these 3 students all have the same ability ?

  31. Baseline Feedback

  32. Feedback from Baseline Test • Intake Profiles • Individual Pupil Records (IPRs) • Predictions & Chances Graphs

  33. Individual Pupil Record Sheets (IPRs) Look for sections that are inconsistent Available in all systems pre & post 16

  34. Predictions

  35. . How CEM ‘Predictions’ are made… Subject X A* / A C 0 2 4 6 8 Regression Line (…Trend Line, Line of Best Fit) Outcome = gradient x baseline + intercept Correlation Coefficient (~ 0.7)

  36. A* A B C D E C B A A* Some Subjects are More Equal than Others…. >1 grade

  37. A* A B Art & Design Biology GCSE Grades Chemistry C Economics English French Geography German D History Ict Mathematics Media Studies Music E Physical Education Physics Religious Studies Science (Double) Spanish F Test Score Some Subjects are More Equal than Others…. GCSE (MidYIS or Yellis) 1 grade

  38. Predictions – MidYIS example Similar spreadsheets available from Yellis& INSIGHT

  39. Individual Chances Graph for Student no.5 - GCSE English MidYIS Score 82 MidYIS Band D 40 33 35 30 23 23 25 Percent 20 15 10 10 5 3 5 2 1 0 0 U G F E D C B A A* Grade Prediction/expected grade: 3.8 grade D Most likely grade

  40. Predictions - Alis example

  41. Why KS Baselines do not always tell the whole story

  42. Student 1

  43. Student 2

  44. Student 2 - IPR

  45. Student 3

  46. Student 3 - IPR

  47. Thank You Robert Clark – robert.clark@cem.dur.ac.uk Neil Defty – neil.defty@cem.dur.ac.uk Nicola Forster – nicola.forster@cem.dur.ac.uk

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