1. Using CEM data for T and L
Peter Hendry: CEM Consultant
Using CEM data for T and L
Course: Using CEM data in Practice
Day 1 Session 2
Tuesday 29th May 2012

2. USING BASELINE DATA FOR TEACHING AND LEARNING
IF FEEDBACK DATA IS TO BE TRUSTED THEN PROBABLY:
The students understood the purpose of the assessments
And each student did their best at the time…….
How did your students perform?
What strengths and weaknesses do they have?
As a year group, how able are they?
How are the students likely to perform in the future?

3. C B D A Bands, percentiles, standardised scores… Standardised scores10 5 20 30 1 40 90 95 80 70 99 60 50

4. Band Profile Graph: all MidYIS cohort
A school with a ‘completely average’ intake would have 25% of pupils within each band.
Checking this graph each year will give you an immediate overview of your intake.
Band D
Band A

5. Band D
Band A
Band D
Band A
Comments?

7. On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2)
would not be higher than = 102.8
would not be lower than – 2.2 = 98.4

9. Using national baseline test scores to Identify Gifted Pupils
Scores over 130 – top 2% nationally
Scores over 126 – top 5% nationally
Scores over 120 – top 10% nationally
Scores over 110 – top 25% nationally

10. Year 7: the ‘top’ students

14. COMMENTS?

15. SEN use of MIDYIS test results
Analysis of baseline test individual skill profiles to indicate potential areas of learning difficulties
e.g. If the two lowest scores are the vocabulary and skills section and are, or close to being, statistically significant (see IPR)
Then the student might be dyslexic
Follow-up with appropriate diagnostic tests…..

20. An INSIGHT IPR: curriculum and ability assessment at end of KS3
Individual Pupil Record (IPR)
Student 1

21. Student 1

22. Student 2