Our Assessment Adventure

Using CEM assessments at Hilden Grange

An independent Preparatory School in Kent Owned by the Alpha Plus Group Age range : 3 to 13 years Not selective Feeder school to a wide range of Secondary

Schools including highly selective local Grammar and Independent schools at 11 as well as 13

Our pupils have a proud tradition of gaining Academic, Music, Art, Drama, Technology and Sports Scholarships to local Independent schools

Background

Followed a very traditional approach to assessment

Pupils wrote formal school examinations in the summer

Conducted standardised tests in Verbal Reasoning , Non verbal reasoning as well as English and Maths in some year groups in Key stage 2.

No standardised testing in Key Stage 1 or 3

Where were we

A cardboard ‘Cumulative Record’ card kept in Heads office

Data was used primarily to predict which schools to target at 11 and 13

How was data used then ?

Asked by our previous owners to complete at the very least Pips tests at the start of Year 3

We administered Pips to Year 3 without knowing what the feedback would look like

And then we were introduced to the Pips test.........

The arrival of CEM feedback heralded a complete culture change in the way we viewed assessment.

We had never had tools like this before to fully engage in rigorous analysis of results.

CEM feedback arrived

-15 -5 5 15-15

-5

5

15

Olivia

Kian

Charlotte

<<<Sophie-Celine<<<

AriannaJamie

Jack

Chelsea

OliverThomas

Rhona

<<<Mark<<<<<<James<<<

Sophia

Anna

Georgina

Lucy

Leon-John

Florence

Samantha

Sebastian

Jade

William

Lindsay

Archie

Peter

Oliver

AmeliaAlexander

Callie

>>>Matthew>>>

Maximilian

Theo Luke

Jack

Phoebe

Todd

Naomi

Patrick

Harry

Julius

Patrick

Prior Value-added

Co

ncu

rren

t Val

ue-

add

ed

Doing better than expected, however they are no longer as far ahead as

they used to be

Doing better than expected and this may have been a consistent charac-

teristic over time

Probably on track before, they have made excellent progress and have

now moved further ahead

Doing as well as expected. However, they have moved from a position

where they were ahead of similar chil-dren

On track and is probably a consistent characteristic over time

Probably underachieving before, how-ever they have made excellent pro-

gress and are now on track.

Probably on track before but has fallen behind and is now underachieving

Underachieving and this may have been a consistent characteristic over

time

Probably underachieving before. They have made good progress but

they still have some catching up to do

Group Grids

PIPS 11-12SY 2006

Longitude

School : 8866031Filter : No Filter

40

42

44

46

48

50

52

54

56

58

60

40

42

44

46

48

50

52

54

56

58

60

Year Three Start Year Three End Year Four Year Five Start Year Five End Year Six

Mat

hs

Att

ain

men

t M

ean

Sco

re

Year Group

PIPS 11-12SY 2006

Longitude

School : 8866031Filter : No Filter

-10

-8

-6

-4

-2

0

2

4

6

8

10

-10

-8

-6

-4

-2

0

2

4

6

8

10

Year Three Start Year Three End Year Four Year Five Start Year Five End Year Six

Mat

hs

Co

nte

xt V

A M

ean

Sco

re

Year Group

PIPS 11-12Year Six

Pupil Report

Scores (Grades)Maths Reading Science Maths English Science

Attainment 74 (A) 67 (A) * () * (* ) * (* ) * (* )Context Value-added 12.8 (++) 7.2 (+) * () * (*) * (*) * (*)

Prior Value-added 6.8 (+) 0.4 (0) * () * (*) * (*) * (*)Attitude wwww � wwww � Ÿ - - -

Predictors Picture Vocabulary Non-Verbal Context PriorScore 59 63 66 71

Context Value-added Longitude Chart

PIPS SATs

Keystage Chances

Attainment Longitude Chart

0

20

40

60

80

100

120

< 1 2 3 4 5 6 >

Per

cen

tag

e C

han

ce

Level

Maths Level

English Level

Science Level

20

30

40

50

60

70

80

20

30

40

50

60

70

80

Year Four Year Five End Year Six

Mea

n S

core

Year Group

-30

-20

-10

0

10

20

30

- 30

- 20

- 10

0

10

20

30

Year Four Year Five End Year SixMea

n S

core

Year Group

YEAR 5 MATHS READING

HG Independent

State HG Independent State

Attainment 59.6 53.9 47.4 54.9 54.1 47.7

Context VA 5.9 1.6 -0.8 0.4 1.7 -0.5

PriorVA

6.5 0.6 -0.4 0.5 0.8 0

CEM INDEPENDENT ANALYSIS EPIPS RESULTS

YEAR 2 MATHS READING

HG Independent

State HG Independent

State

Attainment

54.4 54.5 48.3 54.1 54.6 48.4

Context VA

-0.3 1.2 -0.4 0 1.6 -0.4

PriorVA

1.8 1.2 -0.2 1.1 1.4 0

Pupil centred Gives more able pupils the chance to shine Tests less onerous for weak pupils More enjoyable for pupils Less time consuming Data more reliable Parents can’t “prepare/coach” for it

EPIPS.......PAPER VERSION- NEVER AGAIN !!!

Culture change for staff

Need good IT support – be brave !!

Need to understand feedback and be able to train staff

Challenges

Brilliant systems – highly recommended

Very patient staff at the end of a telephone

Prompt and efficient reply

Thank you to CEM