CEM Assessments Pre-16 AfE Baseline S1 and S2 Assessments

Report
Introduction to CEM
Pre-16 Computer Adaptive Assessments
Glasgow
13th February 2013
[email protected]
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
48
• More than 50% of UK
schools use one or
more CEM Systems
MidYIS Year 8(S1) Paper to Online
Takeup 2005 to 2013
500
450
400
Schools
350
300
Online Testing
250
Paper Testing
200
150
100
50
0
2005
2006
2007
2008
2009
2010
2011
Academic Years
2012
2013
Pre-16
Baseline Assessments
S1/S2 AfE Baseline
Assessments
7 Timed sections
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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:
• 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
[email protected]
Getting the most from your S1/S2 data
Use it to:
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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:
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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:
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Numerical skills
Logical thinking
Skills such as sequencing
Low Non Verbal scores could
indicate potential difficulties
in subjects that require:
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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:
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Speed of processing/ working
Possible exam
underperformance
Poor written work

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