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Introduction to CEM Secondary Pre-16 Information Systems

This document outlines the fundamental principles of fair analysis within the CEM Secondary Pre-16 assessment framework. Key principles include using appropriate baselines for comparison, ensuring like-for-like assessments, and reflecting statistical uncertainty. The framework encompasses assessments such as MidYIS, SOSCA, and Yellis, covering areas like vocabulary, math, and science. The analysis uses methods like linear regression to evaluate performance. This resource emphasizes the importance of fair assessments in understanding pupil abilities, providing insights for educators on interpreting results and making informed decisions.

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Introduction to CEM Secondary Pre-16 Information Systems

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  1. Introduction to CEM Secondary Pre-16 Information Systems Neil Defty Secondary Systems Programme Manager

  2. Ensuring Fairness

  3. Principles of Fair Analysis : • Use an Appropriate Baseline • Compare ‘Like’ with ‘Like’ • Reflect Statistical Uncertainty

  4. CEM Systems Principle of Fair Analysis No1 : Use an Appropriate Baseline

  5. The Assessments MidYIS - Year 7, 8 or 9 Developed ability assessments: Vocabulary Maths Non-verbal (Cross-sections, Block Counting and Pictures) Skills (Proof Reading and Perceptual Speed & Accuracy) SOSCA (“INSIGHT Core”) – Year 9 Curriculum-based assessments: Reading (Passage Comprehension, Text Comprehension and Speed Reading) Maths (Number & Algebra, Handling Data and Space, Shapes & Measures) Science (Biology, Chemistry and Physics) INSIGHT – Year 8* or 9 (* depending on numbers) Developed ability assessments (‘MidYIS’) plus Curriculum-based assessments (‘SOSCA’) Yellis - Year 10 or 11 Developed ability assessments: Vocabulary Maths Patterns (Matching and Reflections & Rotations) 1 session – Computer adaptive or paper-based 3 sessions - Computer adaptive 4 sessions - Computer adaptive 1 session - Computer adaptive or paper-based

  6. Computer-adaptive vs Paper-based testing

  7. The Analysis

  8. . Linear Least Squares Regression Subject X -ve VA +ve VA 50 100 150 Residuals Regression Line (…Trend Line, Line of Best Fit) Outcome = gradient x baseline + intercept Correlation Coefficient (~ 0.7)

  9. Some Subjects are More Equal than Others…. Principle of Fair Analysis No2 : Compare ‘Like’ with ‘Like’

  10. The Assessments

  11. Maths

  12. Vocabulary

  13. Non-verbal

  14. Skills

  15. Maths

  16. Science

  17. Reading

  18. Baseline Assessment and Predictive Feedback

  19. Individual Pupil Recordsheets (IPRs)

  20. Band Profile Graphs

  21. Predictions

  22. Chances Graphs English Language - band D English Language - band C 50 50 35 40 40 31 29 Percent Percent 24 30 23 30 20 20 20 10 9 7 6 10 10 2 2 1 1 1 0 0 0 0 0 U G F E D C B A A* U G F E D C B A A* Grade Grade English Language - band B English Language - band A 50 50 40 35 40 40 Percent 26 24 Percent 30 30 23 21 20 20 8 7 7 5 10 10 2 0 0 0 1 0 0 0 0 0 U G F E D C B A A* U G F E D C B A A* Grade Grade

  23. Value Added Feedback

  24. Burning Question : What is my Value-Added Score ? Better Question : Is it Important ? Principle of Fair Analysis No3 : Reflect Statistical Uncertainty

  25. Grade Points Equivalent Baseline Score The Scatter Plot Look for Patterns… General under- or over-achievement ? Do any groups of students stand out ? – high ability vs low ability ? – male vs female ?

  26. Value Added Feedback Year 7 Pupil Level Residuals to GCSE

  27. Standardised Residuals Graph

  28. Statistical Process Control (SPC) Chart

  29. Attitudinal Surveys

  30. Your data is above the Yellis average Your data is below the Yellis average Your data is about the same as the Yellis average Your data is about the same as the Yellis average Attitudinal Feedback

  31. Attitudinal Feedback

  32. Secondary Pre-16 Contact Details Tel: 0191 334 4255 Email: midyis@cem.dur.ac.uk sosca@cem.dur.ac.uk insight@cem.dur.ac.uk yellis@cem.dur.ac.uk Web: www.cemcentre.org

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