What is Alis?

Alis is a post-16 monitoring system designed to provide an individualised learner profile, used by schools, colleges and academies, to provide baseline measures and predictive information to ensure learners maximise their potential. The Alis assessment is computer-based and adaptive to each student. This means that each individual receives a unique assessment tailored for them, with questions varying in difficulty according to the responses given, making it an engaging and time-efficient approach. Furthermore, Alis provides detailed value-added progress information for each student and subject at the end of the course.

What’s unique about CEM assessments?

CEM’s assessments are all adaptive. This means that questions are tailored to each individual student, so the assessment is not too difficult or too easy. Each student is presented with a personalised and accurate assessment that is suited to them and can be carried out in an engaging and time-efficient way.

How does Alis work?

Alis is flexible, allowing schools or colleges to choose their preferred method of assessing baseline ability and predicting likely future performance, simply submitting either (I)GCSE scores and/or using the CEM adaptive assessment as the baseline.

Educators can benefit from additional insight gained from the adaptive assessment, and it is recommended you use this in addition to submitting (I)GCSE grades as a way of building a holistic profile of each student and to identify learners whose performance does not match their underlying potential. The assessment is particularly beneficial at present as both GCSE and A level courses and examinations are changing. The Alis assessment provides a stable measure where other examinations are in a period of substantial change.

The Alis adaptive assessment takes up to 50 minutes to complete, is available at no additional cost, and is usually carried out in the first term. It covers the following areas, which research has shown are related to later academic outcomes:

  • Vocabulary
  • Mathematics
  • Non-verbal abilities
Vocab
Maths
Non Verbal

Alis also includes an attitudinal assessment of the learner’s approach to education, providing key insight into attitudes, aspirations and expectations which can be used to support individual progress. This can be taken in the second or third term.

Responses from the adaptive assessment are returned directly to CEM for analysis, so there is no need for data entry or marking. For schools and colleges opting for the (I)GCSE baseline, these results are submitted in an easy-to-follow upload format for us to process and analyse.

What can Alis tell me?

Alis can provide powerful information to support individual learning and progress. The baseline assessment can help identify learners whose potential is not aligned with previous (I)GCSE grades, and the attitudinal assessment provides a comprehensive learner profile to help support progress.

Baseline feedback reports from the assessment are available within 48 hours, and further more detailed analysis follows within 48 hours of submitting (I)GCSE results, looking at individual and cohort performance.

‘Value-added’ progress measures can support with evidencing success at a learner, subject or institution level. Such information can help with identifying areas of improvement and enhancing target-setting, as well as enabling you to monitor profiles over time.

The predictive feedback provided by Alis is invaluable for informing, motivating and setting realistic targets for learners, and enabling appropriate planning for the future. AS/A- level predictions by subject, along with chances graphs, indicate likely future performance to inform crucial discussion with learners.

Alis feedback reporting includes:

  • Nationally standardised baseline scores, indicating individual performance on a developed ability assessment for comparison with (I)GCSE scores and nationally standardised data.
  • ‘Value-added’ progress measures to evidence success over to time; identify areas for improvement; inform target-setting and self-evaluation. Norms for different school types are available.
  • Predictive scores and chances graphs to show likely future attainment to inform discussions with learners and appropriate learning pathways.

Example feedback for the Alis assessment:

The Individual Pupil Record Chances graphs Value-added charts

The Individual Pupil Record offers standardised scores and a breakdown of Vocabulary, Mathematics and Non-verbal scores visually detailing student performance, strengths and weaknesses in each section of the assessment.

Chances graphs offer a picture of likely future outcome, expressed as a percentage chance, in each subject at A Level, for individual students and across subjects.

Value-added charts show performance for each subject, demonstrating where attainment is broadly in line with, above or below expectation.

The Individual Pupil Record

The Individual Pupil Record offers standardised scores and a breakdown of Vocabulary, Mathematics and Non-verbal scores visually detailing student performance, strengths and weaknesses in each section of the assessment.

Chances graphs

Chances graphs offer a picture of likely future outcome, expressed as a percentage chance, in each subject at A Level, for individual students and across subjects.

Value-added charts

Value-added charts show performance for each subject, demonstrating where attainment is broadly in line with, above or below expectation.

How can I purchase Alis?

Find out more about prices and how to sign up at the Costs and Registration Forms Page.

You might also be interested in CEM’s secondary assessment systems, comprising baseline and curriculum assessments for learners aged 11-16.

Schools

Interested?
Get in touch for a chat and a short demonstration of our assessments.

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