Introduction to CEMs Monitoring Systems

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Introduction to CEMs Monitoring Systems

• Peter Tymms
• CEM, Durham University

www.cemcentre.org
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Outline

• Introduction
• CEM origin and purpose
• Structure the curriculum
• Assessment and monitoring
• What to expect
• Diagnostic feedback
• Progress measures
• Value-added
• Interpreting feedback
• The importance of teachers

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1982-3Dispute in a high-achieving school
Head of Maths. department
Headteacher
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Two Approaches

• Official Accountability
• For outsiders
• League tables
• Hide problems
• Praise and criticise

• Professional Monitoring
• For insiders
• Light monitoring
• Find problems
• Joy in work

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COMBSE

• Confidential
• Measurement
• Based
• Self
• Evaluation

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General Model (a)
Processes Teaching etc
Outputs End points
Inputs Starting points
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General Model (b)
General Model (b)
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Layers of Information
Schools
Clusters
Classes
Brain modules
Pupils
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Basic Principles

• We predict but not perfectly
• We understand but not perfectly
• Focus on key outcomes
• Achievement
• Attitudes - including self-esteem
• Value added
• Keep checking the impact of tests and monitoring

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Feedback

• To the teacher, school ESF
• Download from website
• With analysis possibilities
• Quicker and quicker

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Right now!
One day, dear, when youve finished all your
exams, you will be able to go outside and play,
like Daddy.
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Why monitor?

• To check that things are OK
• To spot problems before they become serious
• To plan remediation
• To defend yourself!

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Charts Tables
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Pupil Scores Chart
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Scattergrams value-added
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Statistical Process Control
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Perceptions
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Quality Assurance

• Reliability
• Validity
• Impact

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Assessment Domains
Cognitive
Affective
Physical
Behavioural
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Language

• A child learns a new word every 40 minutes of his
  or her waking life between the ages of 3 and 15.
• Stephen Pinker The language Instinct.

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Vocabulary Growth
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Our purpose

• Not to generate research in Durham
• Facilitate a research ethos in schools
• Distributed research

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Scale and scope of CEM

• 1,000,000 pupils
• 1000s schools
• Ages 3 to 18
• England, Scotland, Australia, New Zealand,
  Netherlands, Hong Kong, China, S. Africa
  International Schools
• Confidential and accurate
• With support

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Our purpose

• Not to generate research in Durham
• Facilitate a research ethos in schools
• Distributed research

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The Teacher Effect

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Finally
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