Alis
AGE 16-18
For students studying AS/A Level
and IB diploma Programme
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Alis
a tried, tested and trusted monitoring
system for students studying AS/A
Level and IB Diploma Programme
Get to know your students
Predict future likely attainment in AS/A level and IB Diploma
examinations
Monitor performance at student, subject and school level
Monitor your student progress against national norms
Measure impact on student learning
Understand your students’ societal, cultural and educational
background
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Profile your
students
Alis provides a rich and integrated profile
of each of your students using a baseline
assessment and (I)GCSE scores alongside
attitudinal surveys to provide a holistic
student profile. This can be beneficial
in helping to identify learners whose
performance in class or in examinations
does not match their potential.
The Alis assessment is usually taken by
students shortly after beginning their post16 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.
Alis:
• Assesses students’ knowledge, abilities,
perspectives and aspirations
• Provides a well-rounded picture of your
students
• Features an attractive and intuitive
interface based on the latest assessment
recommendations
‘The adaptive tests are very
time efficient in the way
they are designed.’
Rob Millar, Shrewsbury International
School, Bangkok Thailand
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
An innovative
computer-adaptive
assessment
Alis is tailored to each student’s developmental
stage; our adaptive algorithm intelligently
adjusts the difficulty of the questions by using
the student’s responses.
• Fits into one lesson - 50 minutes
• No teacher marking
• Feedback available within two working days
• You can assess a whole class, or cohort, at
the same time
• Can be stopped and restarted
MAXIMISE LEARNING
POTENTIAL
Students are assessed in three
key cognitive areas which research
shows are linked to later UK and
international 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
Alis a tried and tested monitoring system
The baseline assessment provides
downloadable student, cohort and school level
reports. Each report graphically represents
your students’ strengths and weaknesses and
can be used as a basis to inform parents and
students about academic achievement and
performance.
Individual student
record sheet
The Individual student record sheet
illustrates the profile of the student’s ability
generated using the results of the baseline
assessment.
Alis
Individual Student Record Sheet
Date of Birth:
Gender :
It allows you to quickly and easily identify
areas for concern. A significantly low score
on a section may mean that intervention
is needed for the student to achieve his or
her full potential.
This may have implications for teaching
and learning.
Rob Millar, Shrewsbury International
School, Bangkok Thailand
Baseline :
Adaptive Test
Standard Score
Band
Stanine
Percentile
Vocab Ability
116
A
7
86
Maths Ability
73
D
1
4
Non Verbal
92
C
4
30
Ability
86
D
3
18
150
150
140
140
130
130
120
120
110
110
100
100
90
90
80
80
70
70
60
60
50
Vocab Ability
Maths Ability
Non Verbal
Ability
50
Standardised Score
‘The feedback
provided is very
prompt and
detailed.’
22/05/00
M
Standardised Scores with 95% Confidence Band
Standardised Score
Understand
your students’
performance
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Predictions of likely future
performance at AS/A Level or IB
Diploma
31
• Evidence for university applications
8
E
D
C
B
A
13
19
24
24
15
3
2
1
U
A*
U
E
D
C
B
A
A*
GCSE - A2-Chemistry - Adaptive Test
27
Probability
28
19
14
10
2
E
D
C
B
A
A*
19
23
25
16
10
4
U
3
E
D
C
B
A
A*
GCSE - A2-English Literature - Adaptive Test
37
19
8
5
U
E
D
C
B
A
26
Probability
31
Probability
• A tool to set up motivational and
achievable targets
19
11
U
Predictions and chances
graphs can be used as:
30
Probability
Probability
Schools can also choose to use their
students’ (I)GCSE scores as a baseline
measure. CEM will then combine
scores obtained using the Alis baseline
assessment and (I)GCSE attainment
to produce predictions and chances
graphs.
GCSE - A2-Biology - Adaptive Test
Probability
After analysis of Alis responses, CEM
provides predictions and chances
graphs at AS/A level or IB examinations
for each subject.
A*
30
19
13
10
2
U
E
D
C
B
A
A*
The charts on the left show the predicted grade based on the students average (I)GCSE
score. The charts on the right use the Alis baseline assessment score.
‘The detailed data we receive from
CEM is used throughout the school
for teaching and learning, supporting
students through target setting and
monitoring progress.’
Rob Millar, Shrewsbury International School, Bangkok Thailand
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Evidencing success
Measure more than academic success
• Understand ability profiles of each new intake
in relation to a nationally representative
sample
• Compare your school’s performance and
results against other schools
In addition to assessing your students’
vocabulary, maths and non-verbal abilities, Alis
includes additional surveys and questionnaires
aiming to understand your students’ personality,
interests and aspirations.
The value-added performance feedback
allows you to assess whether there is evidence
that students are doing better or worse than
expected.
• Demonstrate student achievement and
identify where your school is adding value
The surveys ask students
their views on
• Attitudes toward education
• Cultural background
• Way of life
• Post-secondary and career aspirations
• Social status
Average Standardised Residual
0.8
0.8
0.6
0.6
0.4
0.6
0.4
0.4
0.4
0.3
0.2
0.4
0.3
0.2
0.2
0.2
0.1
0.0
0.0
0.0
-0.2
0.6
0.5
0.5
-0.1
-0.1
0.0
-0.1
-0.2
-0.2
0.3
-0.4
-0.6
-0.6
0.6
-0.8
A2
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A2
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-0.8
-0.4
Geography has a statistically significant positive
figure which could indicate that the department
is doing well.
English Literature has a statistically significant
negative result. Suggesting the students have
underperformed given their baseline scores.
Physics is performing in line
with expectations.
• Extracurricular
activities
AGE 3-4
AGE 5-11
Alis a tried and tested monitoring system
Alis a tried and tested monitoring system
Which assessments are
right for my school?
CEM’s assessments can be used individually
or in combination to provide an accurate,
evidence-based understanding of your
students’ developing abilities.
AGE 11-14
AGE 3-4
ASPECTS
AGE 3-4
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
AGE
4-5
at the start and end of preschool in the areas of:
• Early language
BASE
AGE 4-5
An objective, baseline
assessment carried out at
the beginning and end of
the academic year to show
knowledge and progress.
BASEAGE
assesses:
5-11
• Literacy
• Numeracy
• Early numeracy
• Personal, social and
emotional development
• Personal, social and
emotional development
• Communication
• Motor
development
AGE
5-11
AGE 11-14
AGE 3-4
AGE 4-5
AGE 11-14
AGE 13-14
AGE 4-5
AGE 5-11
AGE 13-14
AGE 14-16
InCAS
AGE 5-11
MidYIS
AGE 11-14
A diagnostic assessment
of literacy and mathematics
ability and progress in
both areas. The additional
measure of developed
ability gives an indicator of
11-14
their AGE
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
AGE 13-14
value-added progress
indicators for (I)GCSE.
MidYIS assesses:
• Reading
• Vocabulary
• Mathematics
• Mathematics
• Developed ability
• Non-verbal ability
• Mental arithmetic
• Skills
AGE 14-16
AGE 13-14
• Spelling
• Attitudes
Yellis
AGE 14-16
Yellis follows on from the
MidYIS assessment, reestablishing developing
ability measures and offering
refined (I)GCSE predictions.
YellisAGE
assesses:
16-18
• Vocabulary
• Mathematics
• Non-verbal ability
Alis/CEM IBE
AGE 16-18
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. It
assesses:
• Vocabulary
• Mathematics
• Non-verbal ability
www.cem.org
Working to promote evidence-based practice
through tracking curriculum learning, feedback,
diagnosis, and provision of next steps advice.
For more information, telephone: 0191 334 4255 or email: [email protected]
© The University of Durham, as represented by Centre for Evaluation and Monitoring (CEM) 2017
This brochure is for illustrative purposes only and was accurate at the time of writing. All charts are based on anonymised pupil data.