CEM Conference 8 June 2011 Using CEM data: Convincing colleagues, pupils & parents

Bands, percentiles, standardised scores… Standardised scores D C B A Percentiles:

Band Profile Graph: all MidYIS cohort Current Year 10

Band Profile Graph: all MidYIS cohort Current Year 11

The Computer Adaptive Baseline Test (CABT) In 2009 / 2010 approx 200,000+ students sat the test

This slide shows data for the top year 9 students. Assess the information that this data provides to help the teacher? Who do you think is on this list?

This slide shows data for the top year 9 students ranked by Mathematics ability. What potentially important information is obtained from this data to help the teacher? Who is on this list?

But the questions on the test have nothing at all to do with my subject...!

Predictions 6.1 points = D 7.4 points = A*/A

Use data that: is reliable gives consideration to each subject is based on a national representative sample provides information in an accessible format is easily understood IS USED TO HELP INFORM PROFESSIONAL JUDGEMENT Use data that: is reliable gives consideration to each subject is based on a national representative sample provides information in an accessible format is easily understood IS USED TO HELP INFORM PROFESSIONAL JUDGEMENT

Give due consideration to factors such as: Knowledge of student Parental support/home life Peer influences/social life Student attitude, interest and job commitments Expectations of staff Department/institution ethos Resources The institution’s prior value added data Knowledge of student Parental support/home life Peer influences/social life Student attitude, interest and job commitments Expectations of staff Department/institution ethos Resources The institution’s prior value added data

Individual Pupil Record CHARLES HAYDN- TAYLOR Date Of Birth: 06/01/96 Student Number: Sex: M Form: 3S/IT6 MidYIS BandStaninePercentile Standard Score Vocabulary A Maths C54699 Non-Verbal B Skills A MidYIS Score B663105

Band Profile Graph: all MidYIS cohort Current Year 11

Skills – Percentage in each Band

This will be interpreted as a personalised prediction

The data doesn’t work for this particular student The data doesn’t work for this particular student

Give due consideration to factors such as: Knowledge of student Parental support/home life Peer influences/social life Student attitude, interest and job commitments Expectations of staff Department/institution ethos Resources The institution’s prior value added data Knowledge of student Parental support/home life Peer influences/social life Student attitude, interest and job commitments Expectations of staff Department/institution ethos Resources The institution’s prior value added data

You’re raising false expectation – he’ll never get that result!

You’re making us accountable for guaranteeing particular grades – when the pupils don’t get them we’ll get sacked and the school will get sued!

Tips: 1.Make sure that colleagues have every opportunity to ask questions and be prepared to go over things multiple times. 2.Don’t get too focused on the BSGs at the expense of the chances graphs. 3.Give colleagues forms of words to use to advise when the data may not work for a particular individual. Tips: 1.Make sure that colleagues have every opportunity to ask questions and be prepared to go over things multiple times. 2.Don’t get too focused on the BSGs at the expense of the chances graphs. 3.Give colleagues forms of words to use to advise when the data may not work for a particular individual.

Make sure you have planned the logistics well in advance: Distribution of graphs Data entry of BSGs into MIS Process for staff to enter necessary information Process for distributing final progress sheets Make sure you have planned the logistics well in advance: Distribution of graphs Data entry of BSGs into MIS Process for staff to enter necessary information Process for distributing final progress sheets

Pupils 1.Make sure they know why they are taking the test. 2.Make sure they take it seriously 3.Make sure they don’t deliberately mess it up in order to lower their BSGs! 4.Be prepared to look for clear anomalies and re-test if necessary 5.Explain the chances graphs to them clearly 1.Make sure they know why they are taking the test. 2.Make sure they take it seriously 3.Make sure they don’t deliberately mess it up in order to lower their BSGs! 4.Be prepared to look for clear anomalies and re-test if necessary 5.Explain the chances graphs to them clearly

Parents 1.Make sure they know why they the pupils are taking the test 2.Explain the results to them 3.Explain lots of times that the chances graphs and BSGs do NOT give personalised predictions 4.Ensure that they receive good quality feedback from staff when ambers or reds are awarded 5.Encourage them to ask lots of questions 1.Make sure they know why they the pupils are taking the test 2.Explain the results to them 3.Explain lots of times that the chances graphs and BSGs do NOT give personalised predictions 4.Ensure that they receive good quality feedback from staff when ambers or reds are awarded 5.Encourage them to ask lots of questions