1. Choosing An Assessment For Your school Chris Jellis and Peter Olsen

2. What Makes a Good Assessment? Provides useful information to both teachers and managers Fits into the current assessment structure Manageable (in terms of time and cost) Trusted Reliable Valid

3. Managing Assessment Data Provides useful information to both teachers and managers – In a format that is readily understandable Fits into the current assessment structure – Fits with other assessment data – School tracking system Manageable (in terms of time and cost) Trusted

4. Reliability What does it mean when we say that a test is “reliable”? A reliable test, if applied repeatedly to the same subject, will yield the same result each time Test-retest—same person takes test at two different times (and gets a similar result) Interrater—two people score the same test with similar scores

5. Validity What does it mean when we say that a test is “valid”? Is your test measuring what you say you are measuring? Face validity—common agreement Content validity—degree to which it covers the range of meanings Criterion-related validity—extent to which it matches outcomes of a similar, but different measure

6. The Dartboard Analogy Reliable (but not valid) Valid (but not reliable) Valid and reliable

7. Just In Case You Ask… Validity –ASPECTS (September) to ASPECTS (June) = 0.68 –ASPECTS (September) to PIPS (September) = 0.72 – (GCSE to A-Level = approx. 0.7) Reliability – PIPS Test/retest reliability for reading and maths = 0.98

8. So Why Use CEM Assessments? Based on sound educational research Technical data available Used by CEM for wider research projects Ability to discuss assessments with specialists who really understand what makes a good assessment

9. Things To Consider What do I want to know? – Pupil ability, Progress What format do I need the results to be in? – Age scores, standardised scores When do I want to test? – Fixed periods, anytime Do I want to test every year? How much will it cost me?

10. Comparing InCAS and PIPS PIPS Standardised scores are more difficult to understand, but good for comparing children and groups InCAS Age scores are clearer, but with no standard deviation, it is difficult to tell what the range is

11. InCAS can be diagnostic

12. PIPS is good for value added End of Yer Standardised Reading Score Zen Yolanda Xavier Wendy Veronique Usworth Terry Stephen Richard Quentin Patricia Oliver Ned Mike Lucy Kalvinder Jeremy Ishmael Gilbert David Charlie Bethany Adam 25 30 35 40 45 50 55 60 65 70 75 2530354045505560657075

13. InCAS can show progress

14. PIPS has IDEAS+ software

15. Administration InCAS – Administer at any time of year – CD (installed on school network) – Group assessment – Feedback Within 24 hours PIPS – Fixed assessment periods – Pencil and paper or CD (installed on school network) – Group assessment – Feedback Approx 6 weeks for pencil and paper Quicker for CD

16. So, which do you choose? To establish a baseline (particularly in the early years) and show progress - PIPS If the group is not average – InCAS If you need diagnostic information – InCAS Some schools do both

17. Thank You For Your Time Any Questions?