Yr 12 Parents Forum:

ALIS data

West Island School

October 2013

Mike Williams (Data Development Leader)

Advanced Level Information System Run by Centre for Evaluation and Monitoring

@ Durham University. 29 years worth of data. 1.3 Million Students in CEM system About 10K students per year doing IB,

mainly international schools and UK independent schools.

ALIS

Measure Student’s abilityIntake ProfilesIPR - Strengths and Weaknesses, provides valuable information to support teaching and learning of individual students.

Project future performance from national trendsChances Charts, target setting and subsequent monitoring.We do not use to predict future grades for University or IB predictors.

Compare actual performance to Projected Performance

Value-Added Reports. Used to assess performance of our school.

Basic Principles of ALIS Data

Assessed by a computer adaptive test that takes 1 hour Demo Test

Measures developed ability rather than taught curriculum

No preparation is required for the test

Components are vocabulary (words and phrases) maths (numeracy) non-verbal (spatial/3d)

School and students’ test performances are compared to students around the word.

ALIS : CABT Testing

Computer adaptive?

Questions get harder when a the student answers a question correctly, vice versa

Vocabulary

Maths

x/4 + 2

Non-Verbal: Cross-sections

Non-Verbal: Blocks

2

Non-Verbal: Pictures

Bands, percentiles, standardised scores…

0

50 60 70 80 90 100 110 120 130 140 150

Standardised scores

DC B

A

10

5 20

30

1 40

90

95

80

70

99

60

50

Percentiles:

Standardised to include:25% of students in each band50% between 90-110Mean score 100

Intake profile for current Year 12 at WIS

Look at each example and discuss the potential impact on learning and teaching.

What could a student do to improve their ability in areas which are relatively low?

Do these scores have an impact on any future pathway decisions?

Example IPRs

Example IPRs: Average WIS student

Example IPR: high maths and NV

Example IPR: relatively high non-verbal

Example IPR: relatively low maths

Example IPR: reletively low non-verbal

Example IPR: gifted student

Comparing maths and vocab baselines

What guidance would you give this student?

Predictions: regression curves from past results used to make predictions for future results

Regression Curves for HL Subjects: it is ‘easier’ to get a higher grade in some subjects

Sample Chances Charts• The following charts show the percentage of students,

who achieved the same baseline score as your children, went on to score a particular grade at IB.

• It is not meant to predict what grade your children will achieve, but is an indication of how previous students of similar ability performed in that subject.

• Two baselines are used. (LHS) Average GCSE score, (RHS) ALIS (CABT) test score.

• The black line shows the average score achieved by students of similar ability, this is shown as ‘predictions points’ in the table at the top

Note: GCSE grades are converted into numbers A*=8, A=7, B=6, etc.

GCSE predictions similar to CABT test predictions – as expected

GCSE predictions above CABT test predictions – hard working student ?

GCSE predictions below CABT test predictions – underperformed at GCSE?

These students may have underperformed at GCSE. We would try to ensure that they are ‘on task’ from the start of their IB course.

Tracking: Using CABT and GCSE based predictors to highlight IB students who may

have underperformed at GCSE

This is a current year 12 IB class

Tutors and year teams can use charts to track progress at each reporting point.

This student would be tracked and supported by the tutor and upper-school team as she may be underperforming and she is in danger of not achieving the IB Diploma.

This chart shows the progress of students in a tutor group compared with their average predicted grade.