CEM NZ Centre for Evaluation Monitoring College of

CEM (NZ) Centre for Evaluation & Monitoring College of Education Assessment for NZ Intermediate Schools Dr John Boereboom Director Centre for Evaluation & Monitoring (CEM) University of Canterbury Christchurch John. boereboom@canterbury. ac. nz

The Centre for Evaluation and Monitoring • Established in 1999 • Part of Canterbury University • Each year about 300 NZ schools and 70 000 students use our services. • Evaluates and monitors progress of students, subjects and schools to enable evidence based decision making. • Provides Entrance Tests to assess mathematics, English and Reasoning Skills for class placement and identifying strengths and areas for development. • Administers student attitude and engagement surveys to investigate factors that can affect progress.

Why use Mid. YIS 7? • The assessment is specially designed for new Zealand Intermediate schools. • Provides highly diagnostic data. • Unique value added analysis. • Sound data for evidence based educational decision making at the student, subject and school levels. • An independent measure of school effectiveness. • Based on international research.

Mid. YIS 7 Middle Years Information System • Provides value-added measurement from the beginning of Year 7 to the end of Year 8 in Mathematics, English and science. • Students sit a baseline Mid. YIS test at the beginning of Year 7. • The first diagnostic feedback is provided to schools and targets are provided based on national data from the previous year. • At the end of Year 8, students sit a Mathematics, Science and English test. • The predicted scores are compared to the actual scores and the value added is calculated. • Comprehensive online feedback is provided to analyse the performance of: • The individual student • The subject cohort • The school

What does Mid. YIS 7 measure? Literacy • important to the prediction of all subjects, especially English, foreign languages and language-related subjects such as history. Numeracy • important for prediction to mathematics and mathematics-related subjects such as design, technology, science and economics. Non Verbal (Visual) • how well students undertake tasks involving 3 -D visualisation, spatial aptitude and pattern recognition. Non verbal skills are particularly important for predicting to a range of subjects that includes mathematics, visual arts, drama and design. Speed and Accuracy • proof reading and perceptual speed and accuracy.

The first feedback • If a student is performing exactly in line with the average of the students who participated in the Mid. YIS 7 baseline test then they will have a score of 100. • A score greater than 100 indicates that the student performed better than average. A score less than 100 means the student performed below average. • A score of 130 is significantly high (in the top 2. 5% of students in Mid. YIS 7) and indicates students of exceptional ability • a score of 70 is significantly low (in the bottom 2. 5% of students in Mid. YIS 7) and indicates students with special learning needs Average = 100 Standard deviation = 15 Targets are based on what is expected from students if they perform similar to students of similar ability the previous year.

The second ‘Value Added” feedback Comprehensive online feedback is provided at the: • Student Level • Subject Level • School Level http: //www. atlanta. k 12. ga. us

The concept of Value Added http: //www. slideshare. net/Robert. Leneway/aclcurinstassess Beyond Expectation +ve Value. Added In line with Expectation 0 Value-Added Below Expectation -ve Value-Added

The Student Report

The Subject Report

The School Report

How can schools use the feedback? The comprehensive on-line feedback can be used to: • Identify student strengths and weaknesses and set realistic and motivational targets; • Identify students requiring support; • Identify and share best practice and measure teachers’ influence on the academic growth rates of students; • Identify high achievers or under-aspirers; • Inform departmental planning and the School Improvement Plan; • Determine where curriculum and instruction is having the greatest impact on student learning; • Evaluate the effectiveness of programs.

Other services provided by CEM Student attitude and engagement surveys • Student Welfare & Safety • Non-academic activities • Support • Social and personal development • Extent of Bullying • Extent of Racism • Healthy Lifestyles School entrance tests, entry into Year 7 • Mathematics, English and Reasoning skills