WORLD CLASSA S S E S S M E N TE V E R Y S T E P O F T H E W AY

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Contents

“At CEM we believe that academic success should not measured by attainment alone, rather that success should be measured relative to a pupil’s starting point.”

CEM 4

CEM assessments 6

Which assessments to choose? 8

ASPECTS 10

BASE 14

InCAS 18

MidYIS 22

INSIGHT 26

Yellis 30

Alis & CEM IBE 34

Next steps 38

Robert Coe, Professor in the School of Education and Director of CEM, Durham University

Please note: charts and diagrams included in this brochure are for illustrative purposes only.

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Nobody knows their students like teachers do – and teacher assessment is essential. However, research evidence tells us that independent assessment is fundamental for objectivity.

CEM assessments are grounded in research, developed with practitioners, and used extensively in the UK and around the world to help teachers improve the educational outcomes of their students.

For over 30 years CEM has been providing the highest quality, objective and statistically robust assessments to inform and validate teacher judgement in UK and international state-maintained and independent schools.

CEM assessments support student progress across all age ranges and school stages from age 3 to 19.

A cohesive system for assessment and monitoringThe CEM suite of assessments can be used individually or as an integrated solution to provide a cohesive and comprehensive picture of each individual’s potential and progress in education. From Kindergarten, to Primary, to Middle and High school, CEM assessments are suitable for use in English-medium international schools, British overseas schools and bilingual schools.

CEM

Unique computer-adaptive assessmentsThe entire suite of CEM assessments uses adaptive algorithms ensuring they are accessible for all learners at any developmental stage and are more time efficient than linear assessments. CEM provide assessments that are:

• Personalised

• Age-appropriate

• Culturally sensitive

• Tailored to each individual’s developmental stage.

Identify needs and monitor progressCEM’s advanced profiling system analyses student responses and generates comprehensive, detailed and holistic learner profiles, enabling teachers and principals to:

• Understand students’ strengths, weaknesses and underlying potential

• Tailor teaching and learning

• Set realistic and aspirational targets and carefully monitor student progress.

Positive impact on teaching and learningAssessment feedback is presented graphically with easy to interpret reports at a student, cohort and whole school level, providing*:

• Baseline scores – comparing student ability in relation to the national and international averages*

• Predictive scores and ‘chances graphs’ – which support target setting and show how baseline scores can be used to indicate potential performance in external examinations

• Indicators of student progress between and across assessment points

• ‘Value-added’ feedback giving an unbiased external performance measure of relative progress over time.

Reports are typically available to download within 48 hours of assessment completion and the data is compatible with most schools’ management information systems.

Good judgement is dependent upon good data

*Information provided can vary depending upon the assessment system used.

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Are all CEM assessments suitable for ESL students?CEM assessment systems are intended to be used in English-medium settings and with learners who will be taking examinations in English. For this reason, our assessments are delivered in English and use English language and vocabulary throughout.

However, from age 5 onwards, our assessments measure and report vocabulary separately from other measures such as non-verbal and mathematical ability. Non-verbal scores can give a vital insight into the developing ability of learners for whom English is an additional language (EAL) and who require tailored support. Learners who receive EAL support can be re-assessed at subsequent points to recalibrate predictive data as they develop their English language proficiency.

How relevant are CEM assessments to international students?CEM is the largest provider of computer-adaptive assessment and monitoring systems outside the US, and provides services to schools in over 70 countries, processing in excess of a million assessments each year. We strive to ensure our assessments are inclusive and ensure sensitivity to cultural and linguistic diversity, while maintaining a common assessment that allows comparability across countries.

CEM assessments are successfully implemented around the world, from the UAE, to Australia, to Hong Kong, to Africa and many, many more countries. We also help educational departments and ministries to monitor the achievement of students at a state-wide level.

CEM assessments in an international context

Can students who transfer mid-year be assessed on arrival?Students may arrive at international schools at any time during the school year, from a wide range of cultural and educational backgrounds, and teachers need to quickly establish what they know and can do, and identify how to meet their needs.

• BASE can be taken on entry to school and at the end of the year

• InCAS can be taken at any time throughout the year

• MidYIS, Yellis and Alis/CEM IBE can be taken on entry to school and anytime up to June.

All CEM assessments offer an independent and objective baseline measure of students’ developing abilities, regardless of previous academic experiences.

Are CEM assessments compatible with an inquiry-based approach to learning?We believe that the learning process should make correct use of evidence to support progress for all students and promote assessment, feedback and learning environments that seek to empower students.

CEM feedback and reports provide robust, evidence-based data that delivers meaningful and useful information about the needs of individual students in order to improve teaching and learning.

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Which assessments to choose?

• Early language• Early numeracy

• Literacy• Numeracy

• Reading• Mathematics• Developed ability

• Vocabulary• Mathematics

• Mathematics, science and reading (curriculum-based)• Vocabulary, skills and non-verbal ability (non-curriculum based)

• Vocabulary• Mathematics• Non-verbal ability

• Vocabulary• Mathematics• Non-verbal ability

• Personal Social Emotional Development• Motor development

• Personal Social Emotional Development• Language and communication

• Mental Arithmetic• Spelling• Attitudes

• Non-verbal ability• Skills

AGE 3-4

AGE 4-5

AGE 5-11

AGE 11-14

AGE 13-14

AGE 14-16

AGE 16-18

A story-based, fun and engaging assessment for young children to help Early Years practitioners gain an accurate picture of what children know and can do at the beginning and end of the year in the areas of:

An objective, baseline assessment carried out at the beginning and end of the academic year to show progress. BASE assesses:

A diagnostic assessment of literacy and mathematics ability and progress in both areas. The additional measure of developed ability gives an indicator of their ability to acquire new knowledge and skills. InCAS assesses:

A standardised baseline assessment that provides information about learners’ strengths and weaknesses, most likely examination grades and chances, and value-added performance indicators for (I)GCSE. MidYIS assesses:

INSIGHT brings together both curriculum-based assessment and an assessment of learners’ developing ability which can aid teachers in identifying both over and under performance. INSIGHT assesses:

Yellis follows on from the MidYIS assessment, re-establishing developing ability measures and offering refined (I)GSCE predictions. Yellis assesses:

Alis/CEM IBE provides most likely examination grades and chances, and value-added performance analysis for AS/A levels and International Baccalaureate Diploma qualifications based on (I)GCSE average point scores and/or CEM’s Computer Adaptive Baseline Test of developed ability. Alis/CEM IBE assesses:

ASPECTS

BASE

InCAS

MidYIS

INSIGHT

Yellis

Alis/CEM IBE

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ASPECTSWhat’s right for each child right from the start

Personalised learning activities in an international settingObservation as well as objective assessment is vital in helping children reach their early learning goals, as well as helping parents and teachers to recognise and understand individual needs

ASPECTS complements ongoing observational assessment practices yet provides the crucial added dimension of an objective and independent assessment that helps teachers to plan activities and support development without delay.

ASPECTS can be used to:• Support practitioners’ own observations and

measure ‘hard to observe’ ability areas

• Identify individual needs and inform planning

• Provide an objective indication of progress across the year.

Children develop and learn in different ways and at different ratesThe ASPECTS assessment is designed to give valuable one-to-one time between practitioner and child. The assessment uses a computer-based storybook-style approach to assess:

• Literacy – including picture vocabulary, concepts about print, phonological awareness, identifying sounds and identifying letters

• Numeracy - including ideas about maths, identifying shapes, identifying numbers and counting.

The ASPECTS assessment supports the diverse mix of pupils in an international classroom, upholds the principle that every child is unique and incorporates:

• Personal, Social and Emotional Development covering areas such as independence, confidence, concentration, relationships and communication

• Motor Development – including finger movement, finger painting, sending and receiving, static balance and walking.

ASPECTS offers an optional parental or carer questionnaire which can provide valuable information about home environment and relationships, concerning areas such as likes and dislikes, family background, speaking and listening, independence and friendships.

In partnership with practitioners and parents, ASPECTS can help to identify learning and development needs which can be shared with subsequent teachers and other relevant professionals.

ASPECTS ReportsWhen the computer-based and observational assessments are complete, teachers simply upload the information to the CEM Secure site and feedback is available to download within 48 hours.

The ASPECTS reports provide teachers with an additional source of information that can help them to get to know their pupils and understand their learning needs.

ASPECTS is the first stage of CEM’s uniquely structured sequence of computer-adaptive assessments designed to assess and monitor learning and development from age 3 to 19.

ASPECTS is a unique assessment suitable for use in British schools overseas, bilingual and international schools, which combines teacher observation with a computer-adaptive assessment and quickly identifies what young children in Kindergarten (aged 3-4) already know and can do.

Understand key areas of development Designed for use in English-medium or English-bilingual schools, ASPECTS assesses children’s basic skills which are crucial to supporting development in early literacy and maths, and also includes motor skills and personal, social and emotional development (PSED), to offer a holistic understanding of the whole child.

ASPECTS is a fun, child-friendly assessment that can be used as soon as the child has settled into the first year of pre-school, in order to identify their starting point, and then again at the end of that year to measure the progress they have made.

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Planning for effective teaching and learning Feedback establishes a baseline developmental measure which enables teachers to plan a challenging, enjoyable and effective experience for each child in all areas of learning and development.

Reports comprise graphical representations of results and easy-to-interpret tables of raw scores and scatterplots, including:

• Literacy and mathematics development scores for each individual child and the whole class

• Motor development scores for each child

• Progress made in literacy and mathematics development from the beginning to the end of pre-school.

Individual scores are also shown in comparison with peers in the same class and against expectations for the child’s age.

Support information sharing with parents and colleaguesASPECTS reports provide practitioners with a well-rounded picture of a child’s knowledge, understanding and abilities, and can reveal trends and patterns in schools over time to aid future planning of learning and development requirements and the direction of the whole pre-school experience.

ASPECTS is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19. To view example reports visit www.cem.org/aspects

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SCHOOL: 123456CLASS: Nursery

Language and Maths development

ASPECTS progress chart

Progress made over the year is shown, demonstrating where pupils have made expected, above or below expected progress for their age and developmental stage.

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BASE reports provide detailed pupil, class and year group feedback, and includes sub-section and item-level breakdown of scores for an informative and accurate pupil profile.

The innovative online interactive reports allow practitioners to focus on specific groups of pupils by sorting results according to customised filters such as gender, SEN and EAL.

BASE is an assessment designed for children aged between 4 and 5 which identifies individual development when they enter pre-school and quickly identifies what young children know and can do.

BASE is suitable for children in an English-medium or English-bilingual school and

BASEStarting on the right path

Literacy Mathematics

At this stage, a child generally:demonstrates an exceptional range of skills in reading, writing and communication

demonstrates an increasingly secure understanding in reading, writing and communication

has developed a wider range of skills in reading, writing and communication

is beginning to develop a range of basic skills in most areas of literacy and communication

is beginning to develop basic skills in some areas of literacy and/or communications

National

At this stage, a child generally:demonstrates an exceptional understanding in number, shape and spatial position

shows an increasingly secure capability in number shape and spatial position

is developing a wider range of skills in number, shape and spatial position

is developing basic skills in number, shape and spatial position

is beginning to develop some basic mathematical skills and abilities

National

Literacy scoresStandardised Score (Reported to DfE): 113Age Adjusted Standardised Score: 128

Mathematics scoresStandardised Score (Reported to DfE): 114Age Adjusted Standardised Score: 130

BASE pupil report

Page 1 of 7 of Class Report for Statistics, CEM Test School 01 (England)

CLASS REPORTSTATISTICS

SCORES FOR START OF YEAR (SoY) AND

END OF YEAR (EoY) ASSESSMENTS

Key:Individual scores - girlsIndividual scores - boys

Literacy Mathematics Personal, social and emotional development

At this stage, a child generally:can read and understand texts choosing appropriate words to complete simple sentances

reads a selection of complex words and is beginning to understand simple sentances

is beginning to decode simple words and sentances

realises the print conveys meaning and recognises most letters and some common words

matches simple shape and letter patterns, recognises about half of all letters and knows some common nouns

Group

National

SoY EoY At this stage, a child generally:uses simple fractions and is beginning to multiply and divide

reads 4-digit numbers, orders 2-digit numbers and shows an understanding of the concept of equality (= sign)

reads 3-digit numbers, counts beyond 20 or in multiples of 2 and 10 and adds 1 and 2-digit numbers formally

reads 2-digit numbers, counts to 20, can add and subtract informally and recognises simple polygons

reads 1-digit numbers, recognises simple shapes, uses positional language and understand “more than” and “less than”

Group

National

SoY EoY At this stage, a child generally:is increasingly confident, is caring in nature and articulates thoughts and feelings clearly

manages feelings well, adapts to change and interacts positively with others

is confident to try new activities, usually follows rules and co-operates well with others

is developing good relationships and sometimes initiates interaction with peers and familiar adults

is beginning to be aware of the emotions of others and to express personal feelings

Group

SoY EoY

Page 1 of 7 of PDF

Copyright © University of Durham (CEM) 2016

Average literacy score for the group

SoY EoYStandardised Score: 105* 147*Reported to DfE at start of yearNumber of Students 8 8

Average mathematics score for the group

SoY EoYStandardised Score: 92* 144*Reported to DfE at start of yearNumber of Students 8 8

Average PSED score for the group

SoY EoYStandardised Score: 138 150

Number of Students 5 6

BASE class report

combines teacher-observation with a computer-adaptive assessment in key developmental areas that impact future learning:

• Literacy

• Numeracy

• Communication

• Personal, Social and Emotional Development

Discover what each child knows and can do in comparison with national averages.View the data for a class, for each section of the reception baseline assessment, in context alongside national norms.

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Observation, Assessment, PlanningSuitable for native English as well as second language learners in an English-medium setting, the BASE assessment focuses on specific areas which are needed for development across the curriculum:

• Literacy – including vocabulary acquisition, understanding reading fundamentals, phonological awareness, letter, word and pattern recognition and comprehension

• Numeracy - including ideas about maths, quantity and spatial position, identifying numbers, counting, identifying shapes, problem solving and simple arithmetic.

BASE also supports the principle that every child is a unique child and each learns differently at different rates, therefore BASE also incorporates:

• Personal, Social and Emotional Development covering areas such as independence, self-confidence and self-awareness, concentration, managing feelings and behaviour and making relationships

• Communication covering areas such as listening and attention, following instructions and understanding, speaking and interaction in conversations.

Reinforcing teacher observationsObservation combined with an independent assessment is crucial in helping children reach their early learning goals in an international setting, as well as helping parents and teachers to understand individual needs and to plan activities and support.

BASE ReportingWhen the computer-based and teacher observation assessments are complete the information is automatically returned to CEM for analysis. Feedback and reports are available to download within 48 hours.

All reports are available via the secure website and the data can be exported into school management information systems.

Tracking progressBASE reports offer teachers:

• Detailed insight into individual, class and school progress

• Comparison to UK averages

• Indicators of unusual profiles.

In an international setting, with pupils from diverse cultures and backgrounds, BASE is the first step in tracking progress throughout the primary years to ensure that each child has the best possible start in education and the support that enables them to fulfil their potential.

* International comparisons will be provided following analysis of international schools sample

BASE complements ongoing observational assessment practices and: • Is computer-adaptive

• Involves no teacher marking or data entry

• Does not require training to use

• Can be stopped and re-started whenever necessary.

BASE takes approximately 20 minutes to complete at the start of the school year and then again at the end and is designed to give valuable one-to-one time between practitioner and child, using a computer-delivered storybook-style approach.

More than just a baseline assessmentBASE provides a solid platform for developing the whole child, documenting key information, planning progress, keeping parents and colleagues up-to-date on each child’s progress.

BASE is available in two formats, depending on the depth and interactivity of reporting you require:

• BASE Progress or

• BASE Inspection Ready.

Both formats involve a start of year assessment and an optional end of year assessment of:

• Literacy

• Numeracy

• Communication

• Personal, Social and Emotional Development.

BASE reports provide an additional layer of information that can help to ease the transition into new schools or between Kindergarten and 1st grade.

SCHOOL COMPARISON REPORT - START OF YEAR - LITERACY?

ASSESSMENT

FOCUS OF LEARNING

MY SCHOOL FILTERS

COMPARISONSCHOOL

KEY

START OF YEAR

LITERACY

(ALL)

(ALL)

(ALL)

(ALL)

(ALL)

(ALL)

(ALL)

Class

EAL status

Gender

LAC status

Pupil Premium status

SEN status

Pupil(s)

17%

13%

13%

% of pupils qualifying for Pupil Premium

% of pupils identifiedas having SEN

% of pupils identifiedas having EAL

Pupils

MaleFemaleIndicative

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At this stage, a child generally:

demonstrates an exceptional range of skills in reading,

writing and communication.

demonstrates an increasingly secure understanding in

reading, writing and communication.

has developed a wider range of skills in reading, writing and

communication.

is beginning to develop a range of basic skills in most areas of

literacy and communication.

is beginning to develop basic skills in some areas of literacy

and/or communication.

My School Comparison School

Average School

PP: 17%SEN: 13%EAL: 13%

PP: 17%SEN: 13%EAL: 13%

PP: 24%SEN: 7%

EAL: 13%

?

RESET COMPARISON SCHOOL SAVE TO PDF

BASE school comparison report

BASE can be used to:• Support practitioners’ own observations and measure ‘hard to observe’ ability areas

• Identify individual needs and inform planning

• Recognise patterns in whole class needs

• Provide objective analysis of development

• Support the partnership between school and home life.

BASE Progress BASE Inspection Ready

Reports • Standardised scores• Pupil, class and whole school profiles• UK and international comparisons*• Pupil progress measures

• Standardised scores• Pupil, class and whole school profiles• UK and international comparisons*• Pupil progress measures• Parental reports• Interactive reporting• Inspection Ready• School comparison

BASE Inspection Ready reports also offer schools:• Information filtered by key interest groups

• Comparison to schools with similar pupils

• Evidence of whole-school progress to aid with inspection and accreditation.

BASE reports can also help to reveal trends within cohorts and patterns over time which will inform future planning of whole school learning and development requirements and facilitate school improvement plans.

BASE is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/reporting-feedback

Benchmark your school performance against national averages*, as well as a school with similar characteristics to your own. Customise the characteristics as appropriate for your school.

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InCAS is a diagnostic, computer-adaptive assessment designed to help teachers identify each individual’s development needs and personalise learning.

InCAS is suitable for students in English-medium or English-bilingual schools and is used to monitor the progress of children between the ages of 5 and 11.

InCAS can be used to assess each student at any time in Primary Years: assessing once, each and every year or in specifically chosen years to demonstrate progress.

Assessing what mattersFor international schools, with transient populations, InCAS has the flexibility to be administered at any point throughout the year, with individual pupils or a whole class at once.

The InCAS assessment contains six distinct modules enabling teachers to choose which parts of the assessment are appropriate at which times.

InCAS

Each module takes approximately 20 minutes and is made up of a range of sub-sections creating a comprehensive and well-rounded profile of each individual pupil. Modules include:

• Reading – including word recognition, word decoding and comprehension

• Spelling

• Mathematics – including counting, place value, fractions, patterns, problem-solving, measures, shape and space, and data handling

• Mental arithmetic – including addition, subtraction, multiplication and division.

InCAS also supports the principle that each child develops and learns in different ways and at different rates and therefore incorporates an added whole-child dimension with the assessment of:

• Developing ability – measures the current potential for learning and is determined by evaluating a combination of picture vocabulary and non-verbal ability. Research shows this is a key indicator of development in EAL pupils or those with complex language profiles

• Attitudes – attitudes towards reading, maths and school.

Understanding pupil development… quicklyUsing individual computers and headphones, InCAS is child-friendly, fun and guides the child through the ‘quizzes’ with easy-to-follow instructions.

The computer-adaptive nature of the assessments means that the questions are tailored to the individual pupil so that the assessment is not too difficult or too easy and each child experiences a personalised assessment that is suited to them.

Pupil responses are automatically uploaded and returned to CEM for analysis. No teacher marking or paperwork is required and feedback is available within 48 hours of each sub-section being completed.

Measuring progress across the ‘Primary Years’

Adam Apple

Bertie Banana

Charlie Clementine

Deadrie Damson

Elizabeth Elderberry

Fiona Fig

Georgia Grape

Harrold Huckleberry

James Jojoba

Kevin Kiwi

Laura Lemon

Mark Mango

Natalie Nectarine

Olivia Olive

Paul Pineapple

Quentin Quince

Robert Raspberry

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InCAS Age standardised scores

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InCAS ReportsInCAS is not linked to a specific curriculum, rather it provides measures of conceptual understanding regardless of previous schools attended or previous curricula followed.

When the computer-based assessments are complete, the information is automatically returned to CEM for analysis. Feedback and reports are available to download within 48 hours.

All reports are available via the secure website and the data can be exported into school management information systems.

Meeting international needsInCAS reports provide indispensable information on pupils’ fundamental skills, which is especially helpful when teaching children with complex language profiles, from diverse cultures or who may have grown up in multiple countries. InCAS allows teachers to:

• Evaluate pupil needs

• Identify each individual pupil’s specific strengths and weaknesses

• Plan suitable interventions

• Compare performance between assessment modules and between subsections

The InCAS assessment can also help to identify more able pupils or pupils with additional needs, and clearly indicates where further investigation is required.

Reports provide both standardised scores as well as age-equivalent scores.

Plan the next stagesInCAS

School : 1234567Assessment: Reading Cohort: All Pupils

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ReferenceUpper LimitLower LimitY1Y2Y3Y4Y5Y6

InCAS comparison chart

InCAS reports provide detailed pupil, class and year group breakdown of scores for each of the assessment modules allowing teachers to build up an accurate pupil profile. InCAS data can also be exported into schools’ management information systems and can provide a valuable basis for discussion of future needs with colleagues and parents.

Feedback includes:• Standardised and age-equivalent scores

• Projections to expected progress and likely future outcomes

• Pupil progress charts showing a summary of an individual pupil’s progress over multiple years.

InCASSchool : Example SchoolPupil : Mark Mango

Class : Year 5Date of Birth : 08-Apr-02

Academic Year2011-20122010-20112008-2009

Age9:58:56:11

Reading9:96:117:4

General Maths9:78:99:0

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InCAS pupil progress chart

InCAS feedback also provides personalised reports which present pupil scores in a range of different forms, including:

• Scores tables and charts allowing you to see the full profile of a child in a graphical format

• Analysis of the differences between the pupil’s age at test and their age-equivalent score.

Tracking progressInCAS feedback includes longitude charts that show a child’s progress over a period of time, as well as offering an opportunity to gain year on year comparisons.

These charts provide a valuable picture of the cohort or an individual pupil’s progress and development over a number of years and can provide crucial information for transition between teachers, years and schools.

Comparison charts can show the range of scores across a class or cohort.

InCAS feedback also delves deeply into the scores of the subsections of modules giving teachers a clear, diagnostic picture of each child’s developing ability.

InCAS is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/incas

Pupil progress charts show a summary of individual pupil’s scores and progress over multiple years.

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MidYIS

MidYIS is a baseline assessment for students aged between 11 and 14 which measures student aptitude, potential and progress.

The MidYIS assessment is accessible, inclusive and suitable for students in an English-medium or English-bilingual schools. It is computer-adaptive and adjusts the difficulty-level of questions to match each student’s developing ability, giving an entirely individualised and tailored assessment.

MidYIS provides powerful information that enables teachers to:

• Identify student strengths and areas for development

• Monitor student progress

• Promote effective teaching and learning

• Gain predictions and value-added feedback.

MidYIS reports provide baseline scores, ability profiles and subject specific predictions and chances graphs indicating expected performance in (I)GCSEs, helping teachers to set realistic and motivating targets.

Student assessment and monitoring – A foundation for success

Personalised learning in an international settingThe MidYIS assessment offers a holistic understanding of each student.

Students are assessed in four key cognitive areas which research shows are linked to later academic outcomes:

• Vocabulary – word fluency and understanding

• Maths – logical thinking, manipulating numbers and numerical concepts

• Non-verbal – ability to recognise shapes, match patterns, apply spatial awareness and visual intuition

• Skills - proofreading, perceptual speed and accuracy.

MidYIS can also help teachers to identify areas for further investigation for students with unusual profiles or for those whose scores fall outside what is typical for their age.

Understand student knowledge, skills and attitudes quicklyStudents may arrive at an international school at any time during the school year, from a wide range of cultural and educational backgrounds, and teachers need to establish very quickly what they know and can do and identify how to meet their needs.

MidYIS can be administered shortly after student arrival and offers:

• An independent and objective assessment of their developing ability

• Subject specific predictive data for (I)GCSE to inform target setting

• Information to help monitor student progress across the Secondary phase of education

• Student, subject and cohort value-added analysis to support performance review, self-evaluation and school accreditation.

Individual Pupil Record

Date of Birth: 15/02/98

Sex: M

Student Number: 12345

Form: 7L

A PUPIL

MidYIS Band Stanine PercentileStandard

Score

VocabularyMaths

Non-VerbalSkills

ADBB

7366

83216365

11488105106

MidYIS Score B 2 56 102

Vocabulary Maths Non-Verbal Skills MidYIS Score

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Nationally Standardised Scores with 95% Confidence Band

MidYIS individual pupil record

The Individual Pupil Record offers standardised scores and a breakdown of Vocabulary, Mathematics, Skills and Non-verbal scores visually detailing pupils baseline developing abilities at the start of school.

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Save timeThe computer-adaptive nature of the MidYIS assessment means that students do not waste time or become demotivated by answering questions that are significantly beyond or below their developmental level. The assessment is designed to fit into one lesson (approximately 50 minutes) with the student responses returned directly to CEM for analysis.

MidYIS enables the assessment of multiple students, or a whole cohort, simultaneously and there is no teacher marking required. Individual student and cohort feedback is available to download approximately one hour after completing the assessment.

MidYIS reportsMidYIS assessments generate reliable, high-quality feedback reports which can validate opinions or prompt teachers and head teachers to re-examine their assumptions.

Student, cohort and school results are graphically presented and easy to interpret.

Focus on progressThe MidYIS baseline reports can counterbalance the diversity and variability of student population typical of international schools, by quickly identifying student and cohort strengths and weaknesses, setting appropriate targets and promote dynamic learning. Reports include:

• Standardised scores - comparing student progress to UK national norms

• Individual Pupil Record sheets - providing a visual breakdown of relative strengths and weaknesses

• Ability profiles of each new intake

• Subject specific predictions and chances graphs - providing indicators of likely future performance in external examinations.

School improvement and accountabilityObtain a comprehensive picture with a breakdown of student, subject and school-level ‘added value’ progress measures to inform the school improvement plan, aid school inspections and support accreditation with feedback such as:

• ‘Value-added’ evidence for students and subjects

• Comparisons of student performance

• Subject and qualification level performance indicators

• Evidence of school performance and improvement over time.

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MidYIS chances graph

Support student wellbeingIn an international school, there are many factors which may affect student outcomes in different subjects, and MidYIS helps teachers to gain a deeper understanding of the factors that may influence student progress, with three optional attitudinal questionnaires:

• Induction questionnaire helps teachers to understand new student priorities, worries, and experiences

• General questionnaire identifies a variety of student attitudes to school, lessons and personal, social, and emotional development

• Parental questionnaire helps teachers and headteachers to better understand parental expectations and opinions.

MidYIS is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/midyis

26 27

INSIGHT is a checkpoint assessment for students aged 13 to 14 which helps teachers to identify student strengths and weaknesses and provides specific student profiles.

It is an accessible and inclusive assessment suitable for students in English-medium international schools or British schools overseas which evaluates achievement, aptitude and attitudes to learning, including:

• What students have learned in core curriculum subjects

• Student performance in non-curriculum areas: Vocabulary, Non-verbal and Skills

• Student attitudes to school, education and careers.

The INSIGHT assessment is computer-adaptive and adjusts the difficulty-level of questions to match each pupil’s developing ability, giving an entirely individualised and tailored assessment.

INSIGHT reports provide baseline scores, predictive scores to (I)GCSE subjects and compares student performance with potential, helping teachers to set realistic and motivating targets.

INSIGHTAn integrated secondary school assessment

Improve student outcomesINSIGHT enables teachers and principals to:

• Advise students and parents on subject choices

• Set realistic and motivational targets

• Maximise learning potential

• Track the progress students make.

INSIGHT feedback reveals performance compared with potential, highlights under and over-achievement and reveals what students have learned from the core curriculum together with a measure of developing ability.

An integrated assessmentStudents may arrive at an international school at any time during the school year and from a wide range of cultural and educational backgrounds. INSIGHT helps teachers to accurately establish what all of their students know and can do, and identify how to meet their needs.

INSIGHT comprises 4 assessments, integrating both curriculum and non-curriculum based elements, each taking approximately 45 minutes, as well as an additional assessment of attitudes.

Student responses for each of the INSIGHT sections are returned directly to CEM for analysis. There is no teacher marking required and reports are available to download approximately two weeks later.

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Ability-based Individual Chances Graph to GCSE MathematicsBeryl Banana, Overall INSIGHT Score 98

INSIGHT chances graph

Maths Science Reading Developing Ability

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• Handling Data

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• Attitudes to Science

• Speed reading

• Text comprehension

• Passage Comprehension

Non-curriculum measures of underlying potential: • Vocabulary• Non-verbal• Skills

Chances graphs offer a picture of likely future outcome, expressed as a percentage chance, in each subject, for individual students and across subjects. Predictions and chances are provided in both the 9 to 1 and A* to G grading structures.

28 29

Support student wellbeingIn an international school there are many factors which may affect student outcomes in different subjects, and INSIGHT helps teachers to gain a deeper understanding of these elements with three optional attitudinal questionnaires:

• Induction questionnaire - Helps teachers understand student priorities and concerns about this crucial stage in their education

• Core questionnaire - Helps teachers to identify a variety of student attitudes to school, lessons and personal, social and emotional development

• Parental questionnaire - Helps teachers and principals to understand parental expectations and opinions.

All-through progress trackingCEM’s integrated sequence of assessments offers an ‘all-through’ picture of progress across the whole of secondary school by measuring ‘value-added’ progress made by students based on:

• MidYIS to INSIGHT scores (where school data is available)

• INSIGHT to (I)GCSE scores.

INSIGHT ReportsThe INSIGHT assessments generate a wide range of feedback for individual students, classes and whole cohorts. Student scores are standardised against national averages and reports are graphically presented and easy to interpret.

INSIGHT reports facilitate teacher planning, monitoring and target-setting by providing:

• Baseline standardised scores (student scores are standardised against national UK norms)

• Predictive scores and ‘chances graphs’ indicating likely future outcomes for (I)GCSE

• ‘Value-added’ progress measures.

Setting realistic and motivating targetsINSIGHT reports help teachers and principals to set realistic and motivating targets and to promote dynamic learning. Reports include:

• Standardised baseline scores for Mathematics, Science, Reading

• Standardised scores for developing ability

• Individual Pupil Record sheets

• Band Profile graphs demonstrating the spread of scores within a whole cohort

• Value-added feedback comparing outcomes with expectation.

Reports also include measures based on (I)GCSE outcomes, including:

• Predictions indicating outcomes at (I)GCSE for each student in each subject

• Chances graphs depicting the range of likely grades at (I)GCSE for each subject and each student

• Reports on individual student attitudes to Science, school, education and careers

• Value–added feedback shows progress made from INSIGHT to (I)GCSE.

Measuring school effectivenessObtain a subject-level and school-level ‘value-added’ picture to inform the school improvement plan and aid school inspection with feedback such as:

• Individual summary sheet of ‘value-added’ for each student and subject

• Subject scatter graphs of value-added progress in each subject

• School-level chances graphs for each (I)GCSE subject (where schools follow an (I)GCSE programme).

The assessments are practical, reliable and flexible offering the possibility of monitoring each individual student’s progress at regular intervals and spanning their entire educational journey.

INSIGHT is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/insight

Year 7 MidYIS Score against INSIGHT Overall Mathematics

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The Individual Pupil Record offers standardised scores and a breakdown of scores for each section visually detailing comparitive student performance across the curriculum.

Value-added charts show progress from MidYIS to INSIGHT, or from INSIGHT to (i)GCSE, demonstrating where attainment is broadly in line with, above or below expectation.

30 31

YellisStudent assessment and monitoring – Supporting student progress

Yellis is a baseline assessment specifically designed to measure the performance, potential and attitude of students aged between 14 and 16. Yellis reports provide an objective baseline score of students’ developing ability and subject specific predictive data for (I)GCSE subjects to monitor student progress and inform target setting.

Yellis can help teachers identify student strengths and weaknesses, aid planning and set appropriate targets. Crucially, Yellis can also be taken early to gain advance information about individuals, or the whole cohort, and inform student placement decisions.

The Yellis assessment is accessible, inclusive and suitable for students in English-medium or English-bilingual schools. It is computer-adaptive and adjusts the difficulty-level of questions to match each student’s developing ability, giving an entirely individualised and tailored assessment.

Understand students developing abilitiesStudents may arrive at an international school at any time during the school year from a wide range of cultural and educational backgrounds and teachers need to accurately and quickly establish what they know and can do and identify how to meet their needs.

The Yellis assessment measures each individual student’s underlying potential – their ‘developing abilities’ - by assessing their responses in three key areas which research shows are linked to later academic outcomes.

The Yellis assessment involves a combination of multiple choice and free-entry answers in:

• Vocabulary – word fluency and understanding

• Maths – logical thinking, manipulating numbers and numerical concepts

• Non-verbal skills – ability to match patterns, reflections and rotations and apply visual intuition.

The Yellis assessment takes approximately 50 minutes to complete, data is returned directly to CEM for analysis, and the reports are available approximately one hour after completing the assessment.

Attitude mattersIn an international school there are many factors which may affect student outcomes in different subjects, and Yellis helps teachers to gain a deeper understanding of these elements with three optional attitudinal questionnaires:

• Induction questionnaire – helps teachers understand student priorities and concerns about this crucial stage in their education

MARTIN MANATEE

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Yellis individual pupil record

• Core questionnaire – helps teachers to identify a variety of student attitudes to school, lessons and personal, social and emotional development

• Parental questionnaire – helps teachers and headteachers to understand parental expectations and opinions.

The Individual Pupil Record offers standardised scores and a breakdown of Vocabulary, Mathematics and Non-verbal scores visually detailing student performances, strengths and weeknesses in each section of the assessment.

32 33

Yellis ReportsYellis feedback can help teachers to identify areas for further investigation for students with unusual profiles or for those whose scores fall outside what is typical for students of their age. Reports include:

• An independent and objective assessment of their developing ability

• Subject specific predictive data for (I)GCSE to inform target setting

• Ability to monitor student progress

• Student, subject and cohort value-added analysis to support performance review.

Robust and reliable dataYellis assessments generate robust, high-quality and reliable data at a student, cohort and whole school level, providing:

• Baseline scores - comparing student progress in relation to national averages

• Subject specific predictive scores and chances graphs – showing how baseline scores can be used to indicate later potential performance

• ‘Value-added’ feedback giving a measure of relative progress over time.

Average Standardised Residuals by SubjectYellis to GCSE

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Set realistic and motivational targetsYellis predictive feedback enables teachers to set challenging yet realistic targets by identifying the areas where support is required in individual subjects or across a range of subjects.

Yellis feedback allows teachers to:• Identify student strengths and weaknesses

• Support next-step subject choices

• Identify high achievers or under-aspirers

• Open up dialogue with parents.

Yellis feedback provides evidence to help schools• Refine departmental planning

• Identify and share best practice

• Tailor their school improvement plan

• Provide evidence for accreditation and self-evaluation.

Yellis is part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/yellis

Chances graphs offer a picture of likely future outcome, expressed as a percentage chance, in each subject, for individual students and across subjects. Predictions and chances are provided in both the 9 to 1 and A* to G grading structures.

Value-added charts show performance for each subject, demonstrating where attainment is broadly in line with, above or below expectation.

34 35

Alis & CEM IBEThe Post-16 assessment

CEM’s post-16 assessment provides international schools with individualised, holistic and multi-faceted learner profiles comprising:

• Baseline measures of ability

• Predictions of post-16 performance (including AS/A Level and IB Diploma Programme)

• ‘Value-added’ reports

• Breakdowns of learner attitudes, expectations and aspirations.

The post-16 assessment is suitable for English-medium British schools overseas, bilingual and international schools and is available in two formats:

• Alis – for schools offering A Levels and/or the IB Diploma

• CEM IBE – for schools offering the IB Diploma

Assess ability and determine potential CEM’s Alis and CEM IBE assessments help teachers in international schools to quickly and accurately assess students’ baseline ability and predict likely future performance.

The assessment provides an on-entry baseline measure of ability and consists of a Computer-Adaptive Baseline Test (CABT) assessing:• Vocabulary• Mathematics• Non-verbal ability.

The assessment takes approximately 50 minutes and the responses are returned directly to CEM for analysis. Feedback is generally available within 48 hours.

The Alis/CEM IBE assessment is usually taken by students shortly after beginning their post-16 course of study, but can also be taken early at the end of the preceding academic year, helping schools and teachers get a head start on planning.

In some cases, where schools follow the (I)GCSE curriculum, (I)GCSE scores can be used to gain an additional baseline measure. Teachers in international schools find the additional information provided by the (I)GCSE scores beneficial in helping to identify learners whose performance in class or in examinations does not match their potential.

Approaches to learning in a global communityCohorts in international schools can vary year-on-year, with students arriving at any time throughout the school year and from a wide range of cultural and educational backgrounds.

CEM’s Alis and CEM IBE helps teachers gain a deeper understanding of learners through a

Date of Birth: 22/05/94Gender : M

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Alis individual pupil record

unique assessment of attitudes. The attitudinal questionnaire provides an indispensable breakdown of attitudes, aspirations and expectations.

The questionnaire can be taken midway through the first year of the course and takes just 45 minutes to complete.

The Individual Pupil Record offers standardised scores and a breakdown of Vocabulary, Mathematics and Non-verbal scores visually detailing student performance, strengths and weaknesses in each section of the assessment.

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Alis and CEM IBE ReportsThe assessments generate a wide range of feedback for individual learners and whole cohorts. Reports are graphically presented, easy to interpret and facilitate discussion with students and parents.

The feedback provides a platform for planning the future by providing:

• Baseline scores of ability

• Subject specific predictive data for AS/A Level and IBDP

• Attitudinal reports

• ‘Value-added’ measures.

Inspire every individual to fulfil their potentialInternational schools can choose the assessment option that best suits their needs:

• The FULL assessment comprises the CABT and (I)GCSE scores, as well as the attitudinal questionnaire, providing a comprehensive learner profile

• The BASIC assessment establishes an essential baseline measure.

Feedback reports based on the CABT

assessment are available to download from the Alis+ secure website within just 48 hours and include detailed analysis and comparisons of individual and cohort scores help to identify students’ strengths and weaknesses in each component: vocabulary, mathematics and non-verbal.

Further extensive analysis, including intake profiles and predictions for each individual and the whole cohort is available within 2 – 4 weeks of schools submitting available (I)GCSE results.

Anticipate future outcomesIn an international school there are many factors which may affect student outcomes in different subjects, so CEM’s Alis and CEM IBE assessment analyses each subject separately and uses the CABT and/or (I)GCSE scores to generate predictions of likely future outcomes for each individual learner and each subject for AS/A Level or IBDP qualifications.

The predictive feedback is designed to be reliable and practical in order to promote effective and dynamic learning and provides a platform for planning the future.

The reports enable teachers to identify key areas for development, inform planning, aid the setting of realistic and challenging targets and monitor progress. Reports include:

• Baseline ability scores

• AS/A Level and IB diploma predictions for each subject

• Chances graphs for each individual and each subject

• ‘Value-added’ analysis of scores.

Measure impact on student learningThe reports also provide unbiased, independent evidence of the impact on student learning in the form of a ‘value-added’ picture shortly after submitting examination results.

These reports are valuable in informing self-evaluation and demonstrate how your school is assessing, monitoring and analysing performance. The feedback helps to:

• Monitor intake profile over time and ascertain student attitudes

• Provide an effective ‘value-added’ analysis and an objective measurement for self-evaluation

• Identify areas for improvement

• Enhance the target setting process at learner, department and institution level.

The post-16 assessments are part of CEM’s uniquely structured sequence of computer-adaptive assessments which have been specifically designed to assess and monitor each individual child’s learning and development from age 3 to 19.

To view example reports visit www.cem.org/alis

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Chances graphs offer a picture of likely future outcome, expressed as a percentage chance, in each subject at A Level or IB Diploma, for individual students and across subjects.

Value-added charts show performance for each subject, demonstrating where attainment is broadly in line with, above or below expectation.

3938

Training and EventsAlready use CEM assessments?

visit www.cem.org/events

� Find out how to make better use of your data

� Find out more about our CPD sessions and upcoming events.

Next stepsVisit www.cem.org and access:• Guidance on using computer-adaptive

assessments

• Research publications

• Case studies illustrating how schools (International and UK) use CEM assessments

• CEM Connect newsletters

• The CEM Blog @CEMatDurham

• To view example feedback www.cem.org/assessment-monitoring-systems

SupportContact our support team if you need help or simply have a question. Email info@cem.dur.ac.uk

There are no additional charges for telephone and email support from CEM other than that charged by your current communication provider.

Want to start using CEM assessments? To register:

• For Primary Assessments (ASPECTS, BASE, InCAS) visit www.cem.org/primary

• For Secondary (MidYIS, INSIGHT, Yellis, Alis) visit www.cem.org/secondary

• For Post-16 assessments (Alis/CEM IBE) visit www.cem.org/post-16

Follow CEM @CEMatDurham

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www.cem.orgWorking to promote evidence-based practice through tracking curriculum learning, feedback, diagnosis, and provision of next steps advice.

© The University of Durham, as represented by Centre for Evaluation and Monitoring (CEM) 2016This brochure is for illustrative purposes only and was accurate at the time of writing. All charts are based on anonymised pupil data.

For more information Tel 0191 334 4223 or email info@cem.dur.ac.uk