Introduction to CEM and Computer Adaptive Assessments

1. Introduction to CEM and Computer Adaptive Assessments Belfast, March 6th 2013 Neil Defty Business & Development Manager CEM Neil@cem.dur.ac.uk

2. Who / What is CEM ?

3. Centre for Evaluation & Monitoring • Not for Profit Organisation • Part of Durham University • Close links to School of Education • Established 1983 • Nursery / Reception  Post-16 • Monitoring Systems, Research and Evaluation Projects • UK & International • Over 1/3 of UK Secondary & Post-16 establishments • Informed by Evidence from Research

4. CEM Provides • Information Systems from Nursery to Post-16 • Student Guidance & Chances • Performance Monitoring • Evaluation & Research Projects • Entrance Testing • Support – Phone, email, documentation • Training • INSET • Roadshows • Conferences (including exhibitions)

5. The Systems

6. Alis GCSE Computer Adaptive Baseline Test A / AS / Btec / IB etc GCSE Yellis Computer Adaptive Baseline Test MidYIS Computer Adaptive Baseline Test The Systems Year 13 Year 12 Year 11 Year 10 KS3 Combines curriculum tests with developed ability INSIGHT Year 9 Year 8 Year 7

7. Early Testing & Predictions Typical Timeline • Testing is available from June at end of previous academic year e.g. Y6 / Y9 / Y11 • The baseline score is measured as early as possible and the information sent to CEM • The institution then receives feedback from CEM: baseline test results and predictions • The public examination results are sent to CEM when received by the institution • The value added data is available from September via the Institution’s secure website at CEM

8. Basic Principles: • Measure Student’s ability • Intake Profiles • IPR - Strengths and Weaknesses • Project future performance from national trends • Predictions • Record Final Grade • Compare actual performance to Projected Performance • Value-Added Reports

9. Baseline Assessment and the Computer Adaptive Baseline Test (CABT)

10. Baseline Assessment • Year 7 (8) • Year 9 • Year 10 (11) • Year 12 (13+) Computer Adaptive Baseline Test Vocabulary Maths Non Verbal

11. What is an Adaptive test ? • All questions allocated to groups of different difficulty • All students in a year group get common difficulty starting question • If answer correct, next question harder • If answer wrong, next question easier • Test looks at all answers in a section and homes in on questions of a suitable difficulty for student Try it yourself at www.intuproject.org/demos

12. Adaptive approach Low Average High

13. X         

14. Standardisation • Test scores are standardised; Mean = 100, SD = 15

15. The Computer Adaptive Baseline Test: Adaptive components common to MidYIS, Yellis, and Alis are: Vocabulary Maths Non- adaptive sections: Non-verbal (MidYIS, Yellis, Alis) Skills (MidYIS only) Assessments are ‘curriculum free’: i.e. students are not taught prior to the test Measure of acquired ability There is no preparation for the test

16. Difficult vocabulary

17. Difficult maths x/4 + 2

18. Non-Verbal: Cross-sections

19. Non-Verbal: Blocks 3

20. Pictures Non-Verbal: Pictures

21. Skills: Proof Reading

22. Skills: Perceptual Speed and Accuracy

23. Alis - Patterns

24. Alis – Logical Reasoning

25. INSIGHT Curriculum-based assessments covering: Maths- Number & Algebra - Handling Data - Space, Shape & Measurement Science- Biology, Chemistry, Physics, - Attitudes to Science Reading- Speed Reading - Text Comprehension - Passage Comprehension • Additionally for full INSIGHT: • Developed Ability • Vocabulary • Non verbal,Skills • Attitudinalmeasures

26. INSIGHT - Maths 7

27. INSIGHT - Maths

28. INSIGHT - Science Plus Attitude to Science: Perception of Science, Relevance to Self, Environmental Actions, Enjoyment of Science

29. INSIGHT – Reading(Text Comprehension)

30. INSIGHT – Reading(Passage Comprehension)

31. INSIGHT – Reading(Speed Reading)

32. INSIGHT – Developed Ability