CEM Data and Self-Evaluation Dr Robert Clark ALIS Project Manager.

CEM Data and Self-Evaluation

Dr Robert Clark

ALIS Project Manager

Key Areas that CEM Data can Inform:

C2A2.8 / 2.10 / 2.11Spiritual, Moral, Social and Cultural Development

C3A2.5 / 2.7Welfare, Health & Safety

C1.4A2.2 / 2.3Pupils’ Progress

Independent Schools

Maintained Schools & Sixth Forms

Evaluation

Data Access

Websites

Pre-16

Feedback available here

Paris

Alis (Y12 / Y13)

Regular Access to all Predictive & VA

reports

Immediate access to recently

generated reports

Regular Access to Attitudinal reports

Paris

Pupils’ Progress

• Progress relative to Ability (not same as Pupil attainment)

Attainment on Entry

Value-Added

Intake Profiles : Pre-16(Maintained Schools)

Current Year

Profiles

Historical Profiles

MidYIS (Y7 - Y9) : Baseline Feedback

Choose chohort / project

(MidYIS / Yellis /

INSIGHT)

INSIGHT (Y9) : Baseline Feedback

Current Year

Profiles

Yellis (Y10 / Y11) : Baseline Feedback

Current Year

Profiles

Overall: Percent in each BandYear 7 MidYIS Test 2010/2011

26

31

27

16

0

10

20

30

40

50

60

70

80

90

100

D C B A

Per

cen

t

Also available for individual test

sections

Historical Band Profiles: Overall Score(Nationally Representative Standardisation)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

MidYIS Baseline Testing Year

Pe

rce

nta

ge

Band D

Band C

Band B

Band A

Intake Profiles – MidYIS(Independent Schools)

Current Year Profiles based on National

data

Historical Profiles including ISI 7 band

profile (National data)

Current Year Profiles based on Independent

Schools data

Historical Profiles profile (Independent

Schools data)

7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2011

0 0 1 2

10

39

49

0

10

20

30

40

50

<= 76 76 - 88 88 - 96 96 - 105 105 - 113 113 - 125 >= 125

Far BelowAverage

Well BelowAverage

BelowAverage

Average AboveAverage

Well AboveAverage

Far AboveAverage

Category

Per

cen

tag

e Designed to aid ISI Inspections

Band BBand C Band ABand D

Intake Profiles : Post-16

(Alis)

Alis (Y12 / Y13) : Predictive Data

Select Exam Year(complete Y13) Current Year

& Historical

Intake Profiles

Intake Profiles (Historical)

Value Added : Pre-16(Maintained Schools)

MidYIS (Y7 - Y9) : Value Added Feedback

Choose cohort / project(MidYIS / Yellis / INSIGHT)

Value-Added data including

SPC

VA Rank Order

INSIGHT (Y9) : Value Added Feedback

Value-Added data

Yellis (Y10 / Y11) Value Added Feedback

Value Added Reports.

(Scatter Plots & SPC in Paris)

Value Added : Pre-16(Independent Schools)

MidYIS (Y7 - Y9) : Value Added Feedback

VA based on Independent

Schools

INSIGHT (Y9) : Value Added Feedback

VA based on Independent

Schools

Value Added : Post-16(Alis)

Alis (Y12 / Y13) : Value Added

VA Summary including SPC

and Rank Order

Value Added Charts(Interpretation)

Key Questions:

1. Is the performance inline with expectation or is it higher / lower than could reasonably be expected ?

2. If the performance is not inline with expectation, can it be confidently ascribed to the Teaching & Learning Processes ?

SPC Chart

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Year

95 % Confidence Interval

‘Normal’ Variation

99.7 % Confidence Interval

‘Normal’ Variation

School VA Values

Interesting Trends

and similarly for negative trends…

Subject Summary - 3 Year Average

Subject Summary - Current Year

Welfare, Health & Safety

Spiritual, Moral, Social and Cultural Development

• CEM Attitudinal & SEF Surveys

SEF Survey

•Extent of Bullying

•Extent of Racism

•Extent of Sectarianism

•Healthy Lifestyles

•How Well do Learners Make a Positive Contribution to the Community

•How Well do Learners Prepare for Their Future Economic Well Being

•Other Health and Safety Issues

•School's/College's Action on Bullying

•School's/College's Action on Racism

•School's/College's Action on Sectarianism

•School's/College's Action on Sexual Harassment

•Spiritual, Moral, Emotional and Cultural Development

To them out… www.intuproject.org/demos

How Well do Learners Make a Positive Contribution to the Community

School’s / College’s Action on Sexual Harassment

Spritual, Moral, Emotional and Cultural Development (a)

Spritual, Moral, Emotional and Cultural Development (b)

Dr Robert ClarkAlis Project Manager

[email protected] 33 44 193