Transcript CEM Assessments Pre-16 AfE Baseline S1 and S2 Assessments
Introduction to CEM Pre-16 Computer Adaptive Assessments Glasgow 13 th February 2013
CEM: Centre for Evaluation and Monitoring 48
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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
MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013
500 250 200 150 100 50 450 400 350 300 0 2005 2006 2007 2008 2009 2010 2011 2012 2013
Academic Years Online Testing Paper Testing
Pre-16 Baseline Assessments
S1/S2 AfE Baseline Assessments
7 Timed sections • Vocabulary • Maths • Proof Reading • PSA (Perceptial Speed and Accuracy) • Cross Sections • Block Counting • Pictures
S1/S2 Vocab
S1/S2 Maths
S1 Skills: Proof Reading
S1 Skills: Proof Reading
S1 Skills: Perceptual Speed and Accuracy
S1 Non Verbal: Block Counting
S1 Non Verbal: Pictures
S2 Curriculum Assessments in:
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Reading Maths Science Each assessment lasts approximately 45 minutes
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
Curriculum-based Assessments - Maths
Curriculum-based Assessments - Science
Curriculum-based Assessments - Reading
S2 Curriculum Assessment
David Martin, CEM
Assessment Feedback S1/S2 Baseline and Curriculum
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
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 Maths scores could indicate potential difficulties in subjects that require:
• • • Numerical skills Logical thinking Skills such as sequencing
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