1. Introduction to CEM Pre-16 Computer Adaptive Assessments Glasgow 13 th February 2013 Secondary@cem.dur.ac.uk

2. Part of Durham UniversityPart of Durham University Largest educational research group in a UK universityLargest educational research group in a UK university Working with 18 Scottish AuthoritiesWorking with 18 Scottish Authorities 1.3 million students on database each year1.3 million students on database each year More than 50% of UK schools use one or more CEM SystemsMore than 50% of UK schools use one or more CEM Systems CEM: Centre for Evaluation and Monitoring 48

3. MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013 Academic Years Schools

4. Pre-16 Baseline Assessments

5. S1/S2 AfE Baseline Assessments 7 Timed sections Vocabulary Maths Proof Reading PSA (Perceptial Speed and Accuracy) Cross Sections Block Counting Pictures Curriculum free test of Developed Ability – lasting approximateley 55 minutes done on Computer or on Paper

6. S1/S2 Vocab

7. S1/S2 Maths

8. S1 Skills: Proof Reading

10. S1 Skills: Perceptual Speed and Accuracy

11. S1 Non Verbal: Block Counting

12. S1 Non Verbal: Pictures

13. S2 Curriculum Assessments in: Reading Maths Science Each assessment lasts approximately 45 minutes

14. 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 S2 Curriculum-based Assessments (SOSCA)

15. Curriculum-based Assessments - Maths

16. Curriculum-based Assessments - Science

17. S2 Curriculum Assessment Curriculum-based Assessments - Reading

19. Assessment Feedback S1/S2 Baseline and Curriculum David Martin, CEM Secondary@cem.dur.ac.uk

20. Getting the most from your S1/S2 data Use it to: Monitoring intake profiles Understand pupil abilities Identify Learning support needs Identify Gifted and talented pupils

21. Low Vocab scores could indicate a difficulty which: Could contribute to under performance in most subjects Might lead to stressful situations Should lead to further investigation and possible intervention Using your IPRs to Inform Teaching and Learning Summary Points Low Maths scores could indicate potential difficulties in subjects that require: Numerical skills Logical thinking Skills such as sequencing Low Non Verbal scores could indicate potential difficulties in subjects that require: 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: Speed of processing/ working Possible exam underperformance Poor written work