Hello and Good Afternoon everyone!

My name is Madiha Ahmed, and I am the

Quality assurance supervisor of Pakistan international school Jeddah English
Section. I was also the CEM coordinator for their PILOT program for our school.
A little context of our school. In Junior school we have KG till Y4.
We have primary and lower secondary checkpoint exams in middle school. So
We decided to run CEM in Y3 towards the end of the session.
We chose to use the data not only as a diagnostic tool at micro level but also as
part of our continuous school development model. 
Why InCAS?
 >90% students are bilingual. We wanted to observe as a Cambridge school,
what their language competency is compared to the rest of the world after
they have spent considerable time in our school with our school’s pedagogy
and culture.
 Whether the struggle they have in other subjects is due to language or
concept is another reason we had for choosing InCAS.
 We wanted to have an External Evaluation/ Assessment to gauge
the learners' learning gaps leading to the revision of internal pedagogy.
 We understand that it’s not a tool for standardized testing but a baseline
assessment tool – we used the data to figure out whether our assessments
practices and delivery caters to the cognitive abilities of our cohort or not.
 Since CEM gave us, research backed and detailed targeted review with its
module system, we feel like it is an excellent tool to be used for diagnostic
purposes by the teacher at any grade level.
How did we use the data provided by CEM?
 Just to give you a background, Our students performed exceptionally well in
modules such as Reading and Spelling with approximately 60% of the
students performing above their age level.
 In the sub modules, “word decoding” comparatively showed an average
result which in turn gave us feedback of what to target in our curriculum
design for next year.
  We enriched the Cross-Curricula integration by introducing vocabulary
building methodologies in other subjects such as Social Studies and Islamic
Studies to improve “word decoding” of our cohort. 
 The InCAS result contextualized demographic fiber of our learners leading
us to focus more on Listening and Speaking.

 We also determined whether the exercises we have are cognitively

stimulating the cohort or not.
 Despite having an exceptional score in Reading and Spelling, students'
attitude towards Reading, which is one of the module CEM asses, was the
lowest (4 on a 5-point scale) compared to the other modules.
 Hence proactive approaches were introduced this year such as purposeful
library lessons, book reviews, story-time activities etc.
 Our next target was to see whether students with higher cognitive abilities
are significantly stimulated and students with lower abilities have adequate
support with our curriculum design.
 An increase in library lessons with focused objectivity will also be ensuring
that students get access to reading-age-appropriate books as opposed to
set course books.
 The CEM’s age-equivalent scores also helps in this regard and is going to be
a recurring tool for our school’s Students’ Enrichment and Support
Programmes
 We had these programs prior to CEM but CEM will make the diagnostic
process of these Programmes easier.

In Mathematics, we increased skill-wise weekly plans with a focus on word

problems and an additional mental and visual arithmetic strand was introduced to
target visual learners and improve mental mathematics of our cohort.

 We also gave more emphasis on Measure, Shapes and Scale (MSS) skill-
based activities in Arts to further strengthen our school's cross-curricula
integration practices.
  All these changes were implemented after reflecting on the results our
cohort attained in Mental Arithmetic and Development ability modules of
InCAS, our internal assessments, result analysis and other evaluations
periodically done over the year.
 CEM helped us with research backed data to implement and justify these
changes.

Take away?

 CEM InCAS proved to be an essential tool for diagnostic purposes and has
helped us strengthen our enrichment and support programmes, school
improvement analysis and classroom pedagogies.
 Furthermore, we would like to have multiple assessments of the cohort in a
single academic year at different points and regional comparison charts to
attain value-added analysis of our school.

Sample reports
Any questions?