introduction to cem pre-16 computer adaptive assessments
DESCRIPTION
Introduction to CEM Pre-16 Computer Adaptive Assessments . Glasgow 13 th February 2013. [email protected]. CEM: Centre for Evaluation and Monitoring. Part of Durham University Largest educational research group in a UK university Working with 18 Scottish Authorities - PowerPoint PPT PresentationTRANSCRIPT
![Page 2: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/2.jpg)
• Part of Durham University
• Largest educational research group in a UK university
• Working with 18 Scottish Authorities
• 1.3 million students on database each year
• More than 50% of UK schools use one or more CEM Systems
CEM: Centre for Evaluation and Monitoring
48
![Page 3: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/3.jpg)
MidYIS Year 8(S1) Paper to Online Takeup 2005 to 2013
2005 2006 2007 2008 2009 2010 2011 2012 20130
50
100
150
200
250
300
350
400
450
500
Online Testing
Paper Testing
Academic Years
Scho
ols
![Page 4: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/4.jpg)
Pre-16Baseline Assessments
![Page 5: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/5.jpg)
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
![Page 6: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/6.jpg)
S1/S2 Vocab
![Page 7: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/7.jpg)
S1/S2 Maths
![Page 8: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/8.jpg)
S1 Skills: Proof Reading
![Page 9: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/9.jpg)
S1 Skills: Proof Reading
![Page 10: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/10.jpg)
S1 Skills: Perceptual Speed and Accuracy
![Page 11: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/11.jpg)
S1 Non Verbal: Block Counting
![Page 12: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/12.jpg)
S1 Non Verbal: Pictures
![Page 13: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/13.jpg)
S2 Curriculum Assessments in:
• Reading• Maths • Science
Each assessment lasts approximately 45 minutes
![Page 14: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/14.jpg)
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)
![Page 15: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/15.jpg)
Curriculum-based Assessments - Maths
![Page 16: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/16.jpg)
Curriculum-based Assessments - Science
![Page 17: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/17.jpg)
S2 Curriculum Assessment
Curriculum-based Assessments - Reading
![Page 18: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/18.jpg)
![Page 20: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/20.jpg)
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
![Page 21: Introduction to CEM Pre-16 Computer Adaptive Assessments](https://reader034.vdocument.in/reader034/viewer/2022042616/56815ce2550346895dcae537/html5/thumbnails/21.jpg)
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