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A View from Highland on the use of CEM Data
Peter FinlaysonQuality improvement Officer
February 2013
1. How CEM data might help inform the Transition process
2. Some knowledge of pupil feedback information from SOSCA
3. Pupil Tracking-how SOSCA helps4. Where CEM Data might fit in a school’s
self evaluation5. Where added value can be identified6. Self Evaluation for the Authority
Ideas to take away from today
Why Highland are using CEM data
29 Secondary schools 183 Primary Schools All Primary schools use InCAS in P3,P5 and
P7 All secondary schools use SOSCA in S2 A few use MidYIS in S1 Financial Commitment!!
Highland Background
• Improve outcomes for Young People
• Teachers still developing Assessment Standards
• Qualifications will still be a major part of a pupil’s portfolio of achievement
• Qualifications will be norm referenced• CEM Background
Why are Highland using Standardised Testing(CEM)?
How do we know how well pupils are progressing
Are they achieving their potential?
Broad General Educationand
Senior Phase
Key Questions
About Assessment for Excellence (AfE)
· AfE is a suite of assessments that provides information about pupils' attainment and attitudes, complementing teachers' assessments of pupils' progress through CfE.
· CEM's AfE tests and feedback software enable a personalised approach to assessment in a format that pupils can relate to.
· AfE can ease assessment processes and aims to provide a stable and long-term approach to school evaluation.
· CEM assesses more than one million pupils every year and has a wealth of experience in providing accurate, reliable information. This information can help inform teaching and management decisions and can really make a difference to the outcomes of the child.
· CEM's AfE produces data which is nationally representative and have year-on-year comparisons so teachers can compare students' performance against established norms.
Key Principles
"It comes down to the quality of what happens in the classroom, putting children at the centre. If we know a child can attain better, how can we help? We need to become interventionists.“Head of Education for Fife, Craig Munro
"The big question for many people is, 'How do we translate this data into improving learning?' We (CEM) offer research-based advice on how to help children succeed in the classroom and we give detailed feedback which the teacher can use alongside their detailed professional knowledge of each pupil.“Director of Research and Development for CEM, Christine Merrell
"We don't want assessments that don't support learning. We want to promote improvements in learning, teaching and schools' performance.“Ken Greer, Executive Director of Education for Fife Council
The information provided through CEM assessments can help teachers monitor pupils' progress, set targets, facilitate school improvement and inform the teaching and learning process.
Transition
All primary schools in Highland use InCAS All Primary schools use the Highland SPP
Approach Professional Judgement backed up by InCAS
data 5-14 on its own was flawed!! All Secondary schools receive the AfE data
from Primary as Standardised Scores through Phoenix e1
Information from Primary Schools
Moving Forward with Assessment
The Personal Progress Scale
1 – is consistently achieving his/her potential
2 – is consistently achieving success but has the potential to achieve more
3 – is only sometimes achieving potential
4 – is yet to achieve potential
Moving Forward with Assessment
The Performance Scale
A - is consistently performing beyond the expected standard for his/her stage
B - is consistently performing at the expected standard for his/her stage
C - is sometimes performing at the expected standard for his/her stage
D - is not yet performing at the expected standard for his/her stage
SOSCA Feedback• Assessed by a computer adaptive test
• School and students’ test performances are compared to a nationally representative sample
Assessment Feedback: Pupil scores and records, and school Band Profiles
‘Predictions’ Feedback: To S4 qualifications (currently Standard Grade and will for
National 4 and 5) based on overall curriculum score
Value-Added Feedback: For Standard Grade and will for National 4 and 5 from
curriculum baseline (SOSCA) for curriculum assessment (SOSCA) from P7 InCAS or S1 /S2
MidYIS baselines
AfE S2 Curriculum (SOSCA) Feedback
InCAS and SOSCA Data is used to inform teacher judgements around the SPP
Chances Graphs
SOSCA Predictions
0 0 0
5
28
49
17
0
5
10
15
20
25
30
35
40
45
50
55
7 6 5 4 3 2 1
Per
cen
t
Grade/Level
Individual Chances Graph for student 3- Standard Grade EnglishOverall AfE Score 111, Band A
Predictions: Chances Graphs49% chance of a grade 2 – the most likely single grade. 51% chance of a different grade
Chances Graphs based on Pupil’s AfE Test Score
‘Predictions’…...are based on
Average performance by similar students in past examinations
So the term ‘prediction’ should not be used. Alternatives could include:
‘expected grade’: from the table of data
‘most likely grade’: from the chances graphs
Reliability of ‘predictions’?
• School factors inc. catchment area
• How seriously the pupil took the assessment.
“We have used them for target setting in S3.”
“We do 'working at grades' twice a year and this year we used SOSCA as a guide to what they should be working at.” “I have used them to compare results and predictions in the department.”
“All HOD's have been trained on the use of SOSCA.” “All departments are aware of the information and should know what the information means (!) More time was spent with Guidance, LS, English, Maths and Science going over the data. Guidance staff have all printed the IPRs, they have been placed in the pupil files and refer to them regularly. ”
“Learning Support and English make regular use of the information. ”
Quotes from Highland Schools
Important role for the Key Adult?
Tracking of attainment-one aspect Individual Pupil record from SOSCA? Course Choice at end of S2? Course Choice at end of S3?
Personal Support
STACS –comparator schools SOSCA Tables Band Profile Graphs Value Added Data
School Self Evaluation
Standardised Scores
Mean Score: 100
Standard Deviation: 15
Sort Data By...
School A
School B
AfE S2 Curriculum based Standardised Feedback 2012
Scores Standardised On AfE Curriculum based Sample 2012
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
St.
Sco
re
Ban
d
Average97.7 97.0 98.7 97.3 91.3 93.4 94.9 92.2 94.0 98.0 94.0 94.9
St. error 1.3 1.3 1.3 1.3 1.3 1.4 1.3 1.4 1.3 1.3 1.3 1.3
Tex
t C
om
pre
hen
sio
n
Pas
sag
e C
om
pre
hen
sio
n
Ove
rall
Rea
din
g
Nu
mb
er,
Mo
ney
&
Mea
sure
men
t
Info
rmat
ion
H
and
lin
g
Reading Mathematics Science
Sh
ape,
Po
siti
on
&
Mo
vem
ent
Ove
rall
M
ath
emat
ics
Liv
ing
Th
ing
s &
th
e P
roce
sses
of
Lif
e
Ear
th &
Sp
ace
En
erg
y &
Fo
rces
Ove
rall
Sci
ence
Sp
eed
Rea
din
g
Average103.7 101.1 100.7 102.2 103.1 106.2 101.1 103.7 101.5 105.0 103.2 103.8
St. error 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0
School A
34
24 2319
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Reading 2012: Percentage of Pupils in each Band
44
2318 15
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Mathematics 2012: Percentage of Pupils in each Band
35
2229
15
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Science 2012: Percentage of Pupils in each Band
School B
16
30 2925
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Reading 2012: Percentage of Pupils in each Band
1722 23
38
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Mathematics 2012: Percentage of Pupils in each Band
1722 24
37
0
10
20
30
40
50
60
70
80
90
100
D C B A
Per
cen
t
Band
Overall Science 2012: Percentage of Pupils in each Band
0.2
1
0.2
1
0.2
1
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
0.28
Average Standardised Residuals MidYIS Y8/S1 to SOSCA Value-Added 2012
Overall Mathematics Standardised for Nationally Representative Sample
Av
era
ge
Sta
nd
ard
ise
d R
es
idu
al
0.2
1
0.2
1
0.2
1
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
0.17
Average Standardised Residuals MidYIS Y8/S1 to SOSCA Value-Added 2012
Overall Reading Standardised for Nationally Representative Sample
Av
era
ge
Sta
nd
ard
ise
d R
es
idu
al
Value Added Data Added Data
Authority View
School A and School B Inspection reports Attainment Data SIMD Data
Highland Example
By the end of S2, pupils were making very good progress andattaining well across the Curriculum..Most pupils were attaining appropriate levels in mathematics,reading and writing.By the end of S4 , the proportion of pupils attaining five or moreAwards at SCQF levels 4 and 5 was well above national averages, and in line with schools with similar characteristics.
School A 2008
Across the curriculum, young people achieve well in S1/S2The majority achieve appropriate national standards by the end of S2In recent years, the success of young people in S4, in national examinations, has generally been in line with the national average. It is stronger than in schools which serve young people with similar needs and backgrounds
School B 2009
Centre nameNo. pupils in known datazones
No. pupils from 15% most deprived datazones
No. pupils from 20% most deprived datazones
% pupils from 15% most deprived datazones
% pupils from 20% most deprived datazones
School B 427 35 81 8.2% 19.0%School A 692 0 0 0.0% 0.0%
5119
332
5119
634
0.5 1.5 2.5 3.5 4.5
30
40
50
60
70
80
90
100
110
120
130
140
150
160
170
103.1
AfE S2 Curriculum based Baseline 2011/2012Overall AfE Scores Standardised for AfE S2 Sample
Selected Schools
Cohort Mean Consortium MeanOutliers
School B
SOSCA Information
School A
Percentages and NCDs based on S4 Roll for passes achieved by end of S4
All Candidates
School A
School B
5+ Level 4 5+ Level 5 5+ Level 4 5+ Level 5
% NCD % NCD % NCD % NCD
2012 92 2 55 2 2012 82 5 30 7
2011 95 1 55 2 2011 72 8 22 9
2010 91 2 55 2 2010 85 4 29 7
2009 93 1 54 1 2009 84 4 32 6
2008 90 2 48 2 2008 85 3 31 6