Transcript Using CEM Secondary Data for Self Evaluation
CEM Data and Self-Evaluation
Dr Robert Clark ALIS Project Manager
Key Areas that CEM Data can Inform: Evaluation
Pupils’ Progress
Maintained Schools & Sixth Forms
A2.2 / 2.3
Independent Schools
C1.4
Welfare, Health & Safety Spiritual, Moral, Social and Cultural Development A2.5 / 2.7
C3 A2.8 / 2.10 / 2.11
C2
Data Access Websites
Pre-16
Feedback available here Paris
Alis (Y12 / Y13)
Paris Regular Access to Attitudinal reports Regular Access to all Predictive & VA reports Immediate access to recently generated reports
Pupils’ Progress
•
Progress relative to Ability (not same as Pupil attainment)
Attainment on Entry
Value-Added
Intake Profiles : Pre-16
(Maintained Schools)
MidYIS (Y7 - Y9) : Baseline Feedback
Choose chohort / project (MidYIS / Yellis / INSIGHT) Current Year Profiles Historical Profiles
INSIGHT (Y9) : Baseline Feedback
Current Year Profiles
Yellis (Y10 / Y11) : Baseline Feedback
Current Year Profiles
100 90 20 10 0 80 70 60 50 40 30 26 D
Overall: Percent in each Band Year 7 MidYIS Test 2010/2011
Also available for individual test sections 31 27 16 A C B
Historical Band Profiles: Overall Score (Nationally Representative Standardisation)
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
M idYIS Baseline Testing Year
Band D Band C Band B Band A
Intake Profiles – MidYIS
(Independent Schools)
Current Year Profiles based on
National
data Historical Profiles including ISI 7 band profile (
National
data) Current Year Profiles based on
Independent Schools
data Historical Profiles profile (
Independent Schools
data)
7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2011
49 50 39 40 30 Designed to aid ISI Inspections 20 10 10 0 0 0 1 2 <= 76 76 - 88 Far Below Average Well Below Average Band D 88 - 96 Below Average 96 - 105 Average 105 - 113 Above Average
Category
Band C Band B 113 - 125 >= 125 Well Above Average Far Above Average Band A
Intake Profiles : Post-16 (Alis)
Alis (Y12 / Y13) : Predictive Data
Select Exam Year (complete Y13) Current Year & Historical
Intake Profiles
Intake Profiles (Historical)
Value Added : Pre-16
(Maintained Schools)
MidYIS (Y7 - Y9) : Value Added Feedback
Choose cohort / project (MidYIS / Yellis / INSIGHT) Value-Added data including SPC VA Rank Order
INSIGHT (Y9) : Value Added Feedback
Value-Added data
Yellis (Y10 / Y11) Value Added Feedback
Value Added Reports.
(Scatter Plots & SPC in Paris)
Value Added : Pre-16
(Independent Schools)
MidYIS (Y7 - Y9) : Value Added Feedback
VA based on Independent Schools
INSIGHT (Y9) : Value Added Feedback
VA based on Independent Schools
Value Added : Post-16
(Alis)
Alis (Y12 / Y13) : Value Added
VA Summary including SPC and Rank Order
Value Added Charts
(Interpretation)
Key Questions: 1. Is the performance inline with expectation or is it higher / lower than could reasonably be expected ?
2. If the performance is not inline with expectation, can it be confidently ascribed to the Teaching & Learning Processes ?
SPC Chart
School VA Values 95 % Confidence 2000 Interval ‘Normal’ Variation 2001 2002 2003 2004 2005 Year 2006 2007 99.7 % Confidence Interval ‘Normal’ Variation 2008 2009 2010
Interesting Trends and similarly for negative trends…
Subject Summary Current Year Subject Summary 3 Year Average
Welfare, Health & Safety Spiritual, Moral, Social and Cultural Development
•
CEM Attitudinal & SEF Surveys
SEF Survey
• • • • • • • • • • • • Extent of Bullying Extent of Racism Extent of Sectarianism Healthy Lifestyles How Well do Learners Make a Positive Contribution to the Community How Well do Learners Prepare for Their Future Economic Well Being Other Health and Safety Issues School's/College's Action on Bullying School's/College's Action on Racism School's/College's Action on Sectarianism School's/College's Action on Sexual Harassment Spiritual, Moral, Emotional and Cultural Development To them out…
www.intuproject.org/demos
How Well do Learners Make a Positive Contribution to the Community
School’s / College’s Action on Sexual Harassment
Spritual, Moral, Emotional and Cultural Development (a)
Spritual, Moral, Emotional and Cultural Development (b)