Primary

PRIMARYGetting the measure of

PIPS KS1 Baseline for the start of Key Stage 1

PIPS for Key Stages 1 and 2

InCAS for ages 5-11

Getting the measure of PRIMARY 3

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Signposting the pathwaythrough Primary for children to reach their potential

Childrens development at primary school age is intense, often uneven and sometimes against expectations. It can be hard at any given point to judge their ability, discern their progress or guess what they might achieve.

The suite of CEM assessments for primary schools is designed to bring a measure of certainty into the education process. They evaluate performance, monitor progress and indicate potential in specific and helpful ways. As a result, teachers and schools are able to provide individual and groups of children with learning opportunities to enable them to achieve their best.

PIPS KS1 Baseline establishes what children know and can do as they enter Year 1 and predicts and measures achievement.

PIPS Key Stages 1 and 2 provides an annual assessment in maths, literacy and developed ability and predicts progress.

InCAS provides detailed, age related diagnostic information and recommendations whenever required.

The CEM differenceWhat sets CEM systems apart is our pedigree. They are based on evidence from over 30 years of scientific research as part of Durham University, a World Top 100 university. You can rely on our independence as a not-for-profit organisation dedicated solely to improving teaching and learning for children and young people from age 3 to 19.

Every year CEM brands assess the potential of a million children in over 70 countries. We pioneered and are one of the worlds leading providers of computer adaptive systems. These automatically adjust the assessment process to a childs level of knowledge so that learning can be targeted at individual needs.

Support and trainingTo help you run CEM assessments we provide manuals for each system. Then to enable you derive the most from your data we offer support online and by email. We are always happy to explain feedback and what it means directly over phone. We also organise in-school training and teacher conferences both in Durham or at schools and centres around the world.

Through such constant contact we learn from schools experience of using CEM systems. This refreshes the fund of knowledge built up since we pioneered evidence-based measurement in 1981 and helps our team, which includes qualified teachers, to develop even more cost-effective ways to make a positive difference to pupils prospects.


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Tried, tested and trusted, PIPS (Performance Indicators in Primary Schools) has been continuously developed since it was introduced by CEM in 1991. A milestone in educational assessment, it remains the benchmark.

Used in more than 4,000 schools worldwide, PIPS has shown itself to be consistently reliable whoever administers the test teacher, assistant or other trained adult. It has also proven itself to have excellent predictive validity when correlated with later assessments at age 11 in England.

PIPS works as a chain of assessments giving year-on-year comparisons of progress for both individuals and classes as they move through school. The baseline assessment at the start of Year 1 links with assessments at the end of Year 1, 3, 4 and 5 and in January for Years 2 and 6. As well as measuring the outcome of the educational year, each one acts as a baseline for the next.

Introducing PIPSThe proven system to assess ability and help to plan learning.

Adapts to ability levelThe teacher registers the childs response and the program moves on to the next page. The questions progressively get harder until the child gets a few wrong. Then the program automatically goes to the next task, without the child being exposed to more difficult questions.

This happens because PIPS is computer adaptive. It settles at the level at which the child feels comfortable. This becomes the baseline for the teacher to begin the next area of learning for the child. If there is a group at the same stage, they can be taught together.

For the teacher there is no marking or paperwork involved. The program remembers everything. The completed data is sent to Durham via the secure CEM+ website. Then CEM does the processing and generates the feedback for the school to download.

Quick, easy and accurateThe PIPS format is broadly the same throughout, although the content varies to suit age levels. The whole process takes only 20 to 30 minutes per pupil. To assess numeracy and literacy the teacher sits with individual pupils as the PIPS computer program asks them about what they see on-screen. The presentation uses storybook style pictures, photographs and puzzles and a friendly voice asks the questions. The child says the answer or points to their chosen option. Its an engaging experience, rather like a game.


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When they enter Infant School some pupils are already able to read and do sums. Others are still trying to grasp the very concept of letters and numbers. It takes a while for teachers to gain some idea of everyones capabilities.

By using PIPS KS1 Baseline you can give the class a head start. This computer-based system reinforces teachers own observations with an immediate, accurate assessment of what each child knows and can do. This establishes a firm platform for planning lessons, addressing different pupils needs and organising the class into ability groups.

Measures what mattersPIPS KS1 Baseline is made up of assessments which our research shows to be accurate predictors of later educational achievement - maths, reading and, phonological awareness. Carried out within the first four weeks, the 20 minutes or so spent with each child provides teachers with a one-to-one opportunity to get to know new pupils individually. The version for Scottish School (PIPS Primary 1 Baseline) caters for differences in the national curriculum, but broadly speaking covers the same ground.

A wealth of feedbackOn receiving a schools data, we generate raw scores immediately about each question and whether each child answered correctly or not. Then we process the information into charts which give a picture of each childs performance in a class perspective.

Bar chart showing standardised scores for reading, mathematics and phonological awareness for all the pupils in the class

A box and whisker plot showing the groups range of abilities, the majority of children being clustered in the centre box with high and low performers along the whiskers on either side

Charts comparing the childrens and classs attainment with the same age group in CEMs large national sample.

Predictions of the chances of each child achieving particular National Curriculum levels at the end of Key Stage 1

A unique set of benefits By putting the feedback from PIPS KS1 Baseline to work, teachers and schools can gain advantages which would otherwise be harder or impossible to achieve:

Identify pupils strengths and weaknesses to plan appropriate learning

Highlight pupils who have specific needs or are gifted and talented, and tailor teaching accordingly

Compare characteristics against similar classes elsewhere

Set meaningful, achievable targets for individuals, classes and the school as a whole

Compare intakes over time

Have objective data to support meetings with parents or inspectors

Get accurate predictions of future achievements in KS1 tests

PIPSKey Stage 1 Baseline.The proven way to kick-start teaching and learning.

Getting the measure of PRIMARY 8 Getting the measure of PRIMARY 9

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PIPSfor Key Stages 1 & 2.Assessing achievement, progress and potential throughout the primary journey.

Once children are on their way through primary school education PIPS is able to monitor not only performance, but also to measure potential. This enables teaching to be targeted at enabling children to fulfil their potential.

PIPS goes further than the classroom. As data builds up from periodic assessments, a picture of patterns prevailing in the whole school can be revealed to assist school leaders in developing policy and good practice

Measuring much moreEach assessment takes the form of a quiz. The program poses questions about what is shown on-screen and children select the answers. Each assessment takes between 20 and 30 minutes to complete. Because the tests are computer adaptive, they adjust to the level where the pupil

Reading a combination of tasks including word recognition, word decoding and comprehension

Mathematics number, algebra, measures, shape and space, and handling data

Picture vocabulary quick, reliable and curriculum-free assessment of English language development

Non-verbal ability a predictor of academic attainment using pattern recognition tasks

Attitudes to mathematics, reading and school indicated by selecting points on a scale

Feedback puts it all into perspectiveThere are two dimensions to the feedback: standard charts and tables downloaded directly from the CEM secure website which profile childrens performance; and interactive data generated using IDEAS+ software.

is just managing to get things right. In effect, it is tailored to individual abilities so children enjoy the challenge.

Being based on the National Curriculum, the mathematics and reading assessments provide predictions of future achievements in KS SATS tests. In addition PIPS is designed to assess pupils developed ability - their propensity to acquire new knowledge and skills, measured by the picture vocabulary and non-verbal ability tests. Our research shows a strong correlation between these indicators of potential and pupils later academic performance.


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Standard Individual scores for reading, mathematics,

picture vocabulary and non-verbal ability

Value added charts showing childrens progress compared with a previous PIPS assessment

Value added charts comparing each childs achievements to the norm in CEMs large national sample

Key Stage chances predicting pupils likely achievement at their end of key stage tests

Attitudes to reading, mathematics and school

Longitudinal Grids which make sense of what value-added

results mean for different children to help set targets

Charts which allow the tracking of individuals classes throughout their time at the school

Charts comparing the performance of a particular year group as different cohorts of children pass though it

Deriving the benefitThe information which PIPS provides can be used by their current and next teacher to:

Evaluate pupil strengths and weaknesses to address their needs

Highlight children with specific needs or gifted and talented

Compare class characteristics

Evidence childrens progress

Identify pupils who are falling behind or excelling

CEM data is used at the start of the academic year for target setting purposes, and in identifying individuals and groups of children to form focus groups in each class. These groups are closely monitored over the course of the year (see below) and their progress is usually linked to teachers appraisal targets. At a cohort level, IDEAS software enables the school to identify priorities within and across classes and assign provision accordingly. Data relating to teachers previous classes is closely scrutinised. Comparisons with year group averages enable identification of strengths and weaknesses, and are used to identify and celebrate good practice. Staff reflect on trends emerging from this data analysis, and together with senior managers, identify key action points for their pedagogical practice. Pupil chances graphs at the end of KS1 and KS2 are used as the key measure of value added for the end of Key Stage assessments.

St. Christophers, Bahrain


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InCASThe practical tool to diagnose and help to improve learning performance.

InCAS was introduced in England and Scotland in 2003 and is being taken up across the world. The popularity of this innovative diagnostic tool stems from its flexibility.

InCAS can be deployed at any point in the school year to assess children aged between 5 and 11. Feedback follows shortly afterwards. We also supply guidance on translating the data into practical ways to help pupils to build on their strengths and overcome difficulties, especially with literacy and maths.

Word Decoding spelling unfamiliar and nonsense words

Comprehension reading through a passage and selecting words which fit into the sentence

Spelling finding the letters of a spoken word in a sentence

Mathematics curriculum based assessment of general maths

Number 1 Number 2 Measures, Shape and Space Data Handling

Mental arithmetic processing numerical tasks quickly and accurately

Addition

Subtraction Multiplication Division

Developed Ability

Picture vocabulary matching a spoken word to a picture

Non-verbal ability matching a pattern on one side with the same embedded on the other side

Developed Ability

Picture vocabulary matching a spoken word to a picture

Non-verbal ability matching a pattern on one side with the same embedded on the other side

Attitudes to mathematics, reading and school indicated by selecting points on a scale

Core assessmentsInCAS is easy to administer. Being modular it allows you to choose which units are useful. InCAS begins by asking a pupil questions suitable for an average similarly-aged child. According the answers, it adjusts the level of difficulty up or down. Children simply follow the prompts to complete each enjoyable session in about 30 minutes. Because it adapts to individual ability not too hard, not too easy InCAS produces a bespoke assessment.

The menu of assessment modules covers every area which together contribute to a full diagnosis of a pupils current learning.

Reading

Word recognition identifying familiar spoken words in context


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Following staff attendance on a CEM training course we decided to give the InCAS package a go. We felt that InCAS would give us additional information that we had not had access to before and that it would complement our existing assessment arrangements. We liked the idea that each child would have an individual profile through the adaptive nature of the test.

There was a high level of engagement from the majority of the nearly 600 students who took part. They enjoy doing the assessments. Talking to the parents of one child and the child themselves, who has a real issue with taking tests, the child didnt even realise that they were being tested.

The adaptive nature of the test certainly appealed to us and this wouldnt be possible with a traditional test. The children responded well to the graphics and to the various different aspects of the test.

Discovery Bay International School, Hong Kong

What the feedback showsThe feedback amounts to a profile for each pupil and can be customised to highlight particular aptitudes, reveal inconsistencies and diagnose needs.

Age related scores for each pupil in each module (except attitudes)

Pupil progress chart

Comparison of reading and maths performance with developed ability and attitudes

Analysis of reading recognising and decoding words and reading with understanding

Spelling able to be compared with picture vocabulary and non-verbal ability

Putting diagnosis to workThe design of InCAS is based on research at Durham which includes remediating reading problems (dyslexia) and maths problems (dyscalculia). Feedback is accompanied by advice on its use to facilitate personalised learning plans. InCAS is a precision tool for:

Evaluating pupil needs

Identifying suitable interventions to help pupils showing signs of dyslexia and dyscalculia

Evidence of pupil progress

Identifying specific areas within a subject where progress could be made

Identifying pupils who are falling behind or excelling

Providing the basis of discussion of future needs with the next teacher

www.cem.org

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Primary