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Introduction to CEM and Computer Adaptive
Assessments
Belfast, March 6th 2013Neil Defty
Business & Development ManagerCEM
Who / What is CEM ?
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
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)
The Systems
The Systems
Year 7
Year 8
Year 9
MidYIS Computer Adaptive Baseline Test
Year 10
Year 11 Yellis Computer Adaptive Baseline Test
Year 12
Year 13 Alis GCSE Computer Adaptive Baseline Test
GCSE
A / AS / Btec / IB etc
INSIGHT Combines curriculum tests with developed ability
KS3
Typical TimelineMeasure BaselineSTART:
Autumn Term
Feedback
Reports
Collect and Send Results
Value-Added
Feedback
August
END:
September
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
Typical Timeline
Early Testing & Predictions
Testing is available from June at end of previous academic year
e.g. Y6 / Y9 / Y11
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
Baseline Assessment and the Computer Adaptive Baseline Test
(CABT)
Baseline Assessment
• Year 7 (8)• Year 9• Year 10 (11)• Year 12 (13+)
Computer Adaptive Baseline Test
Vocabulary Maths Non Verbal
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
Adaptive approach
Low Average High
X
Standardisation
• Test scores are standardised; Mean = 100, SD = 15
Standardised Score
National Percentage
Comment
>130 Top 2.5% Traditional classification of ‘mentally gifted’
>120 Top 10%
>100 Top 50%
<80 Bottom 10%
<70 Bottom 2.5% Potential special educational needs?
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
Difficult vocabulary
Difficult maths
x/4 + 2
Non-Verbal: Cross-sections
Non-Verbal: Blocks
3
PicturesNon-Verbal: Pictures
Skills: Proof Reading
Skills: Perceptual Speed and Accuracy
Alis - Patterns
Alis – Logical Reasoning
Additionally for full INSIGHT:
Developed Ability
• Vocabulary
• Non verbal, Skills
• Attitudinal measures
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
INSIGHT
INSIGHT - Maths
7
INSIGHT - Maths
Plus Attitude to Science: Perception of Science, Relevance to Self, Environmental Actions, Enjoyment of Science
INSIGHT - Science
INSIGHT – Reading(Text Comprehension)
INSIGHT – Reading(Passage Comprehension)
INSIGHT – Reading(Speed Reading)
INSIGHT – Developed Ability
