Using CEM’s Systems to Monitor Pupils’ Progress
www.cemcentre.org
1 Christine.Merrell@cem.dur.ac.uk
CEM systems • 1.1 million assessments are delivered each year • Pupils aged 3 – 18 years • CEM systems used in 44 countries
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Scotland • CEM works with 15 Scottish Authorities – 650 schools use the Primary 1 Baseline Assessment
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PIPS On-entry Baseline Assessment • • • • • • • • • • •
England Scotland Wales Australia New Zealand Netherlands Germany South Africa Hong Kong Serbia Luxembourg
• Abu Dhabi • International Schools
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Why assess? • Profile of strengths and weaknesses for planning appropriate learning experiences • Early indicator of special educational needs • Monitor progress and attitudes of pupils and cohorts over time 5
• Comparisons – – – – –
Children within a class Groups such as boys/girls Classes within a year-group Current cohorts with previous ones Other schools within a consortium and nationally
• Progress over time • Research – Within school – Nationally and internationally 6
• Layers of information: – Diagnostic at pupil-level – Group and class trends – School-level information (including trends over time) – Authority-level – National-level
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• Pre-school and Primary – Start and end of Preschool – Start and end of Primary 1 – P2, P3, P4, P5, P6, P7
• Secondary – Start of S1 – S2 – Predictions of later assessment grades
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Designing a baseline assessment for young children • For value-added purposes, need items that are good indicators of later attainment
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Correlation = 0
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Correlation = 1
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Correlation = 0.7
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Child development and predicting later attainment • Speech & Language – – – – – – –
Before 6 months vowels are predominant After 6 months use of consonants 8 months: Babbling 1 year: 6 words recognised by mother 18 months: Approx. 50 words understood by mother 2 years: Mother understands language 3 years: Other adults understand language
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Reading When beginning to read, children need different types of knowledge: • Global and cultural awareness • Vocabulary and basic understanding of language • Conventions of print • Phonological awareness
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Mathematics • Babies born with numerosity of small quantities – Before acquisition of language – Subitising
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Early Arithmetic
Subitising Learning to count Learning simple arithmetic
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Start and End of Pre-school • Language • Number • Personal, social and emotional development • Motor development
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Start and End of Primary 1 • Early Reading • Early Maths • Personal, social and emotional development • Attitudes • Behaviour 18
What children know and can do: Lowest 1% in Scotland • Vocabulary – Carrots, castle, butterfly
• Early Reading – Differentiate between reading and writing activities
• Early Maths – Identify biggest and smallest objects from a group of three 19
Average in Scotland • Vocabulary – Saxophone, toadstool
• Early Reading – Identify several upper and lower case letters
• Early Maths – Name single digits – Solve informally presented sums 20
Highest 1% in Scotland • Early Reading – Read passages which include words such as ‘your’, ‘leave’, ‘everyone’, ‘thought’
• Early Maths – Carry out formally presented calculations e.g. 42 – 17 = – Identify 3-digit numbers
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Primary 2 – 7 ~ Diagnostic • Reading – Word Recognition, Decoding, Comprehension
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Spelling General Maths Mental Arithmetic Attitudes Picture Vocabulary Non-verbal Ability 22
Reading – an Interactive Compensatory Process Word recognition/decoding
Comprehension
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Problems with Literacy Acquisition Phonological deficit Visual memory
These can overlap
Speed of processing
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Maths Difficulties • Institutional/Environmental • Motivational • Neuropsychological
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Monitoring Progress: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability
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Start of school Early maths average for his age End of Primary 1 Maths average for his age Primary 3 Maths average for his age 27
In Primary 3, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed 28
The Non-Verbal element assesses Ian’s ability to solve novel puzzles quickly and accurately 29
Combined, these assessments give a picture of Ian’s ‘Developed Ability’ 30
Ian’s Developed Ability score suggests that he is a very able boy, far above average 31
Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be difficult to identify this 32
Traditional approach
Low
Average
High
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Adaptive approach
Low
Average
High
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