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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

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Introduction to CEM Pre-16 Computer Adaptive Assessments

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  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

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