Presentation on theme: "1 Research and Development From CEM CEM conference: Improving Pupil Assessment London 7th June 2011."— Presentation transcript:
1 Research and Development From CEM CEM conference: Improving Pupil Assessment London 7th June 2011
2 CEM’s Achievements The largest educational research unit in a UK university (70 staff) 1.1 million assessments are taken each year More than 50% of UK secondary schools use one or more CEM system CEM systems used in over 40 countries Largest provider of computerised adaptive tests outside US
6 Maths performance from 1976-2008 Hodgen et al, 2009
7 Can existing research help you to improve your school?
8 School Effectiveness Research (= Lists of characteristics of ‘effective’ schools) o Can we really identify effective schools? o Can we change these characteristics? o Will this lead to real improvement? School Improvement Research (= Descriptions of change efforts) o Did important outcomes really improve? o Do we know why? o Are the changes (and any real effects) replicable? Existing research
9 Set high expectations Are good at planning Employ a variety of teaching strategies Have a clear strategy for pupil management Manage time and resources wisely Employ a range of assessment methods Set appropriate homework Keep pupils on task Effective Teachers (according to Hay McBer, 2000) (For which the DfEE paid £3m)
10 The secret of success (according to J. Paul Getty) Rise early Work late Strike oil (This advice was given for free)
11 Wait for a bad year and/or choose a bad school to start with. Things can only get better. Take on any initiative, and ask everyone who put effort into it whether they feel it worked. No-one wants to feel foolish. Define ‘improvement’ in terms of perceptions and ratings of teachers. DO NOT conduct any proper assessments – they may disappoint. Only study schools that recognise a problem and are prepared to take on an initiative. They’ll improve whatever you do. How to produce ‘school improvement’ (1)
12 Conduct some kind of evaluation, but don’t let the design be too good – poor quality evaluations are much more likely to show positive results If any improvement occurs in any aspect of performance, focus attention on that rather than on any areas (or schools) that have not improved or got worse Put some effort into marketing and presentation of the school. Once you start to recruit better students, things will improve. How to produce ‘school improvement’ (2)
13 Use high-quality assessment and monitoring systems to track a range of valued outcomes Take account of the best available research evidence about the effectiveness of different approaches Experiment and adapt to local needs, contexts and capacities, with rigorous evaluation. What would an evidence-driven school do?
16 Probably worth investing in o Feedback o Meta-cognitive & self-regulation strategies o Peer tutoring Less effective (or not good value) o More teachers / TAs (smaller classes) o 1-1 support (ECaR, ECC) o Setting / streaming o PRP If our aim is to promote learning
17 CEM’s Aim To help educators improve educational outcomes, through o Assessments that support learning o Monitoring and feedback systems for self-evaluation o Rigorous evaluation of the impact of different approaches o Promotion of evidence-based practices and policies
18 Use high-quality assessment and monitoring systems to track a range of valued outcomes Take account of the best available research evidence about the effectiveness of different approaches Experiment and adapt to local needs, contexts and capacities, with rigorous evaluation. What would an evidence-driven school do?