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Introduction to CEM Primary

Introduction to CEM Primary. Dr Chris Jellis Research Associate CEM. What Will W e C over?. What makes a good baseline assessment? The concept of Developed Ability Adaptive assessments CEM Primary assessments. What is a Baseline Assessment?.

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Introduction to CEM Primary

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  1. Introduction to CEM Primary Dr Chris Jellis Research Associate CEM

  2. What Will We Cover? • What makes a good baseline assessment? • The concept of Developed Ability • Adaptive assessments • CEM Primary assessments

  3. What is a Baseline Assessment? • A baseline assessment is a measure of what the children know and understand before they have any teaching from us • It is a summary of the experiences, both learning and otherwise, that they have had prior to coming to school

  4. What do young children know? • The names of some everyday things • Some letters • Some numbers • Maybe some counting • Maybe some reading • Possibly some simple sums • The most able will be able to retain these things more readily than others

  5. What Makes a Good Baseline Assessment? • A good baseline assessment will use items that cover the range of experiences that the children have had and be sufficiently discriminatory that we can separate children into groups depending on what they know. • Some items are good predictors of future learning and including these allows predictions to be made about progress.

  6. What Can Baseline Data Tell Us That We Don’t Already Know? • 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 • Enables comparisons between groups to be made more easily

  7. Comparisons • Children within a class • Range of abilities • Groups such as boys/girls • Differences/Similarities • Classes within a year-group • Parallel classes • Current cohorts with previous ones • Changes in intake • Progress over time • Comparing current performance with previous performance

  8. Developed Ability • Most assessments include a measure of developed ability • CEM Primary assessments use • Vocabulary • Non Verbal Ability • Why would we need that measure?

  9. Developed Ability Average ability High ability Low ability Average ability

  10. Assessment Types • Traditional Assessments • Typical of pencil and paper tests • Range of questions matches national averages • Adaptive Assessments • Usually computerised • Questions chosen to suit pupil ability

  11. Traditional Assessment Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11

  12. Adaptive Assessments

  13. Adaptive Assessments Q7 Q7 Q10 Q10 Q6 Q6 Q9 Q9 Q5 Q5 Ability Q8 Q8 Q4 Q4 Q3 Q3 Pupil Age Q2 Q2 Q1 Q1 Item Difficulty Pupil Age

  14. CEM Primary Assessments

  15. Any Questions? Chris Jellis Research Associate CEM

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