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ALIS - Introduction

Alis

The Advanced Level Information System

The Advanced Level Information System (ALIS) provides performance indicators for Post-16 students across all sectors of education, both in the UK and Internationally. ALIS analyses a wide range of qualifications, including A / AS levels, Applied A-Levels, BTEC National and International Baccalaureate Examinations (among others). ALIS is the original member of the family of value-added monitoring systems run at the Centre for Evaluation and Monitoring (CEM) at Durham University.  It has grown from just 12 schools in the northeast of England in 1983 to cover over half of all A-Levels in the UK and international schools annually.

ALIS uses GCSE data and its own alternative baseline tests as measures of ability, against which to measure. This enables ALIS to provide predictive data and value-added analyses specific to each student and each subject studied. Whilst GCSE is a very good indicator of future attainment, GCSE grades depend on prior teaching and learning as well as the student’s ability. In addition, many students have few or no GCSE's, having studied alternative courses. For these reasons, ALIS strongly recommends use of the alternative baseline tests (alongside GCSE data where available) to provide a greater understanding of the student’s ability.

ALIS has long held that there is more to education than examination results, and that it is also important to assess the student experience. To enable this, ALIS can provide attitudinal surveys (as part of the Full project) to record your students’ views on their learning experience and to monitor their health and welfare. Since the introduction of Self-Evaluation, reporting on such factors has become increasingly important.

For information about ALIS please contact the ALIS Secretaries on +44 (0)191 334 4190. An information pack can be obtained by completing the form here.

 

 

Note: CEM does not recommend using this monitoring system for the purposes of selecting students for entry to school.

 
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