Baseline Assessments for Secondary Age and post16 Students Dr Robert Clark Alis Project Manager

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Baseline Assessments for Secondary Age and
post-16 StudentsDr Robert ClarkAlis Project
Manager
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The Projects
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Alis post-16
Yellis age 15-16
Secondary Age Range Projects
Sosca age 14/15
Midyis age 12-16
Pips Primary
Aspects Nursery
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Baselines
Upper Sixth
Lower Sixth
Age 15/16
Age 14/15
Age 13/14
Age 12/13 ( additional)
Age 11/12
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Computer Adaptive Baseline Test (CABT)

• Test performed online results automatically
  transmitted to CEM.
• Minimal installation / setup required - if any.
• Adaptive difficulty of questions changes in
  relation to ability of student.
• Efficient no time wasted answering questions
  that are far too easy or difficult.
• Wider range of ability
• Less stressful on students more enjoyable
  experience than paper test.
• Less demanding invigilation.
• Test designed to be completed in 1 hour or less.
• Cheaper !
• No materials to courier
• Available for Alis / Yellis / Midyis
• Highly recommended for non UK Schools Colleges
• Stand alone (non web) version available if needed

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CABT Content
Common to Alis / Yellis / Midyis

• Vocabulary
• Maths
• Perceptual Speed Accuracy

for Yellis
for MidYIS

• Pattern Reflections / Rotations

• Proof Reading
• Cross Sections
• Block Counting
• Pictures

for Alis

• Pattern Reflections / Rotations
• Logic flow diagrams
• Dice folding

In 2007 / 2008 over 160,000 students ages 12-16
sat this test
To try it out www.intuproject.org/demos
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Easy Vocabulary (Midyis / Yellis)
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Difficult vocabulary (Midyis / Yellis)
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Easy maths (Midyis / Yellis)
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Difficult maths (Midyis / Yellis)
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Cross-sections (Midyis)
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Blocks (Midyis)
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Pictures (Midyis)
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Proof Reading (Midyis)
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Perceptual Speed and Accuracy (Midyis / Yellis)
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Alis Vocabulary
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Alis Patterns
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Alis PSA
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Alis Logical Reasoning
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Alis Maths
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Try the test yourselves atwww.intuproject.org/d
emos
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The following baseline data is provided

• Nationally-Standardised Scores
• Mean 100, Standard deviation 15
• National quartile bands A,B,C and D
• Pupil average scores
• School band profile graphs
• Predictions and Chances Graphs (School and Pupil)
  
• Individual Pupil Records (IPRs) including
  stanines and percentiles

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Alis why CABT in addition to (i)GCSE?

• Students without GCSE
• Students with few GCSEs
• Reliability of GCSE
• Differences in teaching effectiveness between
  feeder schools

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Typical Timeline

• The baseline score is measured for each system as
  early as possible in the autumn term, and the
  information sent to the CEM Centre
• The institution then receives feedback from the
  CEM Centre baseline test results and predictions
• The public examination results are sent to the
  CEM Centre when received by the institution
• The value added data is available from September
  via the Institutions website at the CEM Centre

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Baseline Feedback
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Bands, percentiles, standardised scores
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Intake Profiles
(i)GCSE (Alis)
TDA / CABT (Alis)
Also available based on MidYIS, Yellis and SOSCA
scores
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IPRs (Individual Pupil Record Sheets)
Look for sections that are inconsistent
Also available based on MidYIS, Alis and SOSCA
scores
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Predictions

• Predictions are available in the following forms
• Formal Reports (Alis)
• Spreadsheets (All Projects)
• Paris Software (Alis / Yellis / MidYIS)
• Feedback is available on Web / CD

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Predictions MidYIS / SOSCA example
Similar spreadsheets available from Yellis
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Predictions MidYIS Individualised Chances Graphs
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Predictions - Alis example
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Chances Graphs
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Dr Robert ClarkAlis Project Manager44 191 33
44 193robert.clark_at_cem.dur.ac.uk
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Baseline Assessments for Secondary Ageand
post-16 Students Using the DataPETER
HENDRYCEM INSET PROVIDER
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1. Using Band Profile Data
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What is the key data pattern and potential
consequences of this?

• The vocabulary scores are significantly
  different.. therefore
• Whole school/cross curricular language
  development issue?
• Students underachieving at GCSE?

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Look for patterns in the data

• Decrease and leveling out of band A students
  (30 to 20)
• The increase in Band D students (11 to 16)
• The increase in band A and B students in 2008
• The significant proportion of band C and D
  students

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Because the implications of these trends might
be.

• Staffing including learning support
• Profile of the school
• Staff expectations
• Changes in examination results..

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Yellis
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Yellis
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2. Organising the data
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MIDYIS standardised results
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The previous slide shows data for the top students

• What important information does this data
  show?
• Comparison of the average scores for each test
  component
• An overview of students variation of skills
• Surprises! I cannot believe Peters score!

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Using Standardised Scores to Identify Gifted
Pupils
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3. Using the IPRs
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Year 7 2007-8
4. Using Predictive data
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Year 9 2007-8
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Full Summary Subject Reports e.g. Yellis
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Alis Student Prediction Report
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Yellis GCSE Predictions Spreadsheets
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thank you Peter HendryCEM INSET Provider
Peter.Hendry_at_cem.dur.ac.uk