LOG IN

GENERAL FAQs

I can’t get past the Registration Key Check page. How do I fix this?

This is sometimes caused by your firewall settings or your web browser having cookies stored that are no longer valid for the assessment. For ways to address this in your browser please refer to this document which contains some potential solutions.

Why is the web-only version of my assessment running so slowly?

The web-only version is recommended for schools that have a reliable, high-speed internet connection. You will typically be able to assess one pupil for every 1Mbps of line speed, but this can vary depending on other factors within your school.

We recommend that you try the following:

  • Assess students in smaller groups.
  • Stagger the start times for students. A large group of students launching the assessment at the same time may cause local bandwidth problems.
  • Advise students to not click their name in the candidate list or submit details on the free entry screen (CABT for MidYIS, Yellis and Alis/CEM IBE), or enter their password (InCAS and UKiset) at the same time.
  • Run the assessments on devices with wired Ethernet connections rather than WiFi.

If your school does not have a constant internet connection, has a very unreliable connection or you wish to test a higher number of pupils at the same time, we recommend using the non-web version. There is no limit to the number of pupils that can be assessed at the same time using the non-web version. All content is stored locally on your school’s server or computer and you will need to return the results manually to CEM after all of the assessments have been completed.

What are the technical requirements for running CEM assessments online?

Our technical requirements, including the web browsers that we recommend using and ensuring our web addresses are allowed (whitelisted) by any network firewall that your school may have in place, are available to view here.

Should I use the web-only, non-web or dual version of my assessment software?

The web-only version is recommended if your school has a reliable, high-speed internet connection. You will typically be able to assess one pupil for every 1Mbps of line speed, but this can vary depending on other factors within your school. The assessment content will be downloaded at the beginning of each assessment. The results are automatically returned to CEM after the assessment has been completed.

If your school does not have a constant internet connection, has a very unreliable connection or you wish to test a higher number of pupils at the same time, we recommend using the non-web version. There is no limit to the number of pupils that can be assessed at the same time using the non-web version. All content is stored locally on your school’s server or computer and you will need to return the results manually to CEM after all of the assessments have been completed.

We do not recommend using the dual version unless your school has a very high level of technical support. We recommend that you use the non-web version if you are experiencing problems with the dual version.

Can I trial the assessment to check everything is working as it should?

You can run each assessment in its conclusion to check that everything is in order by creating an additional student record with TEST as the first name and TEST as the surname. This will enable you to trial the assessment without the responses appearing in your genuine assessment results feedback.

You will need to complete the assessment in full in order to trial it successfully. At the end of the assessment, or if it times out, a message will appear on screen that your results are being saved, and then that the results have been saved. You will then need to select OK to close the browser.

You can remove the trial student using the Candidate Editor in the Assessment Centre to delete the appropriate record.

ASPECTS FAQs

How is the assessment carried out?

ASPECTS takes around 20 minutest to complete and is carried out one-to-one with each child at a computer. The computer is controlled by the Teacher, Teaching Assistant or appropriate adult. The assessment asks the child to complete activities and the adult submits the responses. The assessment is adaptive and the sequences of questions responds to the child, moving them on when they get questions wrong and showing more challenging questions when questions are answered correctly.

The assessment can be stopped and restarted at any point.

Children are assessed when they start in the nursery and again just before they leave, providing valuable information about their progress throughout their time at nursery.

How can I access ASPECTS?

ASPECTS can be accessed through the Pips+ website. Select the SECURE SITES dropdown option on our website and select Pips+.

What is the Assessment Centre?

The Assessment Centre is the interface for delivering CEM assessments. From here you can choose which version of the software to run, as well as carrying out administrative tasks such as importing pupil details and printing password lists. The Assessment Centre has download links for the Non-Web and Dual versions of the software and provides web addresses for the Web-Only version.

What feedback is provided from the ASPECTS assessment?

A report showing exactly which questions your pupils were asked and the child's responses is collected. Further feedback comparing individual children's scores with national data are also provided. This feedback clearly shows how children are performing compared to children of a similar age and whether this is in line with expectations. When the children are assessed at the end of their time in nursery, more feedback is produced showing their progress whilst in nursery compared with national standards.

Is ASPECTS a diagnostic assessment?

One of the strengths of ASPECTS is that, in addition to maths and reading, it includes curriculum independent measures which measure a child’s general ability. This allows us to find out whether a child is generally weak, or whether there is any evidence for a specific learning disability. Therefore, ASPECTS can be regarded as a quick and reliable screening tool, rather than a diagnostic assessment.

BASE FAQs

What is BASE?

BASE is an assessment for children entering the Reception year in English schools. Designed to find out what children new to the school know and can do, it assesses Literacy and Mathematics and Communication and optionally, PSED and Attitudes.

The assessment is carried out on a one-to-one basis with a Teacher or Teaching Assistant. The computer asks the child questions and the adult marks the questions right or wrong. The adaptive nature of the assessment ensures that the child is not asked questions that are too difficult for them, switching to a new section if they start to get questions wrong.

The reports are designed to be intuitive and easy to understand, providing useful information for planning and grouping your new pupils.

What does the BASE assessment assess?

BASE assesses early Literacy, Maths and Communication. If your school subscribes to BASE Progress or BASE Inspection Ready you will also be able to assess your pupils on PSED and Attitudes.

When should the BASE assessment be carried out?

Ideally the start of year assessment should be carried out in September or October. The end of year assessment should be carried out in June or July.

Our internet connection isn’t very good. Can we still use BASE?

Yes, there is a version of the assessment that you can download and store on your school server, or on a laptop. You’ll just need to send us the data when you’ve completed all the assessments.

How should I carry out the BASE assessment?

We recommend that the assessment is carried out away from the rest of the class in an environment where the child feels comfortable. The assessment doesn’t have to be carried out by the class teacher (although you will learn so much about your pupils it is recommended) and the same teacher doesn’t have to carry out all the assessments. Each assessment takes about 20 minutes, and if you use the web version, the results are sent straight back to us after the assessment is carried out.

What is the Assessment Centre?

The Assessment Centre is the interface for delivering CEM assessments. From here you can choose which version of the software to run, as well as carrying out administrative tasks such as importing pupil details and printing password lists. The Assessment Centre has download links for the Non-Web and Dual versions of the software and provides web addresses for the Web-Only version.

How long will my BASE reports take to generate?

The length of time taken to generate reports will vary between a few seconds and a few minutes, depending upon how busy CEM’s server is. If the report seems to be taking a while to generate, we suggest that you refresh the webpage (press F5) which should enable you to access the report. The page where you generate reports also includes a facility to request a notification by email once your report is ready.

What reports will I receive?

The reports available in the BASEline package are as follows: Table of Scores and a Question Level Report.

The reports available in the BASE Progress package are as follows: Table of Scores, Question Level Report, Pupil Report and a Class Report.

The reports available in the BASE Inspection Ready package are as follows: Table of Scores, Question Level Report, Pupil Report, Class Report, Parent Report, Individual Pupil Report, interactive School Comparison Report and an Inspection Ready Report.

Must schools provide parents and carers with BASE reports?

The reports are available to subscribers through the BASE Progress and Inspection Ready packages. Schools may wish to provide them to parents, but there is no obligation to do so. We recommend that if they are presented to parents, the PDF guide for parents ‘Understanding your child’s report’ is included with it. It may be helpful to give reports to parents following a short briefing to explain the context and content of the reports.

What BASE packages are available and what do they include?

BASE is offered in three packages:

BASEline: A Start of Reception assessment of Literacy and Maths providing the DfE scaled score.

BASE Progress: An assessment at the start and end of Reception, plus a PSED assessment at the start and the end of the year. It includes a wide range of reports indicating progress in the Reception year.

BASE Inspection Ready: An assessment at the start and end of Reception and a PSED assessment at the start and the end of the year, plus a report designed especially for parents and a suite of interactive reports.

How can I upgrade my BASE subscription?

You can upgrade your BASE subscription at any point in the year should you wish to carry out the end of year assessment or access the full suite of reports.

If you are subscribed to BASEline or BASE Progress, you will only see data for up to 5 pupils on certain reports. This is to allow you to try out the reporting to see if you would like to upgrade. You can access the reporting for all children by upgrading your current BASE package. This does not require you to assess your children again, and you should be able to generate reports within half an hour of upgrading.

To upgrade your package, select Manage my subscriptions from the Welcome menu on the CEM Secure homepage, or SUBSCRIPTION from the ACCOUNT menu at the top. View ‘MY SUBSCRIPTIONS’ and then ‘MANAGE’ your BASE subscription. You can then select the package you would like. You will be invoiced as appropriate for your updated package.

InCAS FAQs

When should InCAS assessments be carried out?

InCAS assessments can be done at any time of the academic year. They are done only once and schools can decide when would be the best time for them to carry out the assessment.

How long does the assessment take?

The timings for the modules of the assessment are shown below.

Reading (20 – 25 minutes)

Spelling (15 – 20 minutes)

General Maths (20 – 25 minutes)

Mental Arithmetic (15 – 20 minutes)

Developed Ability (20 – 25 minutes)

Attitudes (5 – 10 minutes)

To assist the pupils’ concentration, we recommend a break in between each section. This may be play time or dinner time, or the sections may be administered over a period of a few days or even a few weeks.

Is InCAS a diagnostic assessment?

InCAS provides each child with an individualised assessment according to whatever level they are working at. It is not unusual for children with special needs to be working at a similar level to a child that is several years younger. InCAS adapts to this and thus provides an appropriate and reliable assessment for all children which can also be diagnostic.

The assessment is delivered verbally and so there is no need for children to be able to read administration instructions.

Can InCAS be used as a selective entrance assessment?

InCAS is not designed to be used as a selective entrance assessment and should not be considered high stakes. It is designed to establish a student's level of ability which can be used as a baseline from which progress can be measured.

Can we use InCAS to asses pupils multiple times throughout the year?

No, pupils can only be assessed once during an academic year.

What will happen if I assess a pupil more than once in an academic year?

We do not recommend that pupils are assessed more than once in an academic year. The feedback system is not designed to deal with multiple assessments in a single academic year. If pupils are assessed more than once in a year, InCAS feedback shows the scores from the most recent assessment. Previous scores are overwritten.

What is the Assessment Centre?

The Assessment Centre is the interface for delivering CEM assessments. From here you can choose which version of the software to run, as well as carrying out administrative tasks such as importing pupil details and printing password lists. The Assessment Centre has download links for the Non-Web and Dual versions of the software and provides web addresses for the Web-Only version.

When will I receive my InCAS feedback?

Incas reports are usually available the next working day.

Is there an age beyond which pupils cannot score?

Children tend to have little or no reading skills before they begin their formal education. It would therefore seem meaningless to talk about reading ages lower than, say, four years. It is possible for a pupil to achieve a reading age way beyond the age of the oldest child that’s assessed. It is probably better to think of a child with a reading age of 16, for example, not as reading like a typical sixteen-year-old, but simply as having a very good reading score for their age. Some pupils’ age equivalent scores fall below the minimum or above the maximum. In these instances, the difference between the chronological age and age equivalent score is denoted by < (less than) if the age equivalent score is below the minimum or > (greater than) if above the maximum. The minimum score for maths is 3 years and the maximum is 16 years.

The minimum score for reading is 4 and the maximum is 16 years.

MidYIS FAQs

What does MidYIS cover?

There are 4 sections to the MidYIS assessment:

Vocabulary - Multiple choice questions designed to test their ability in vocabulary.

Mathematics - Fractions, decimals and shapes problems, among others. Like the Vocabulary score, the Maths score is an excellent predictor of later academic achievement.

Non-Verbal: Including proofreading and PSA (Perceptual Speed and Accuracy).

Skills: Including Cross sections, Block Counting and Pictures.

How long does the assessment last?

MidYIS is designed to fit into a lesson period of 1 hour and will time out once the hour is up. Most students will complete the assessment in approximately 40-45 minutes.

When should our school administer MidYIS?

MidYIS should be taken during Term 1 (from mid-August to December) but is available for early assessing from 1st June until 31st May the following year for those students unable to be assessed at the same time as the other members of their cohort.

How relevant is MidYIS for international schools?

MidYIS is ideal for use in any English-medium setting. The assessment is curriculum-free and assesses ability rather than curriculum acquisition, and so can be used across a variety of settings internationally.

Many of the students in our school have English as an additional language. Can we still use MidYIS?

Our assessments are intended to be used in English medium settings and with pupils who will be taking examinations in English. Our assessments are delivered in English and use English language and vocabulary throughout. However, our tests measure and report vocabulary separately from other measures such as non-verbal ability. Drilling down into the data for individuals will allow you to unpick their scores and separate low achieving students from those who have yet to acquire sufficient English. When making comparisons of your school’s progress against other schools, you may find comparison with other international schools gives you a more accurate picture to account for language differences.

What arrangements are in place for candidates with special educational needs?

25% extra time can be awarded to students with learning needs at the school's discretion. There is no need to obtain permission from CEM to award extra time for students in need of this. The time can be allocated using the Candidate Editor in Assessment Centre or can be indicated on the spreadsheet of students details uploaded to us in advance of the assessments being carried out.

Please see the MidYIS and Yellis Co-ordinator Guide for details on how to do this.

Can MidYIS be used as a selective entrance assessment?

MidYIS is not designed to be used as selective entrance assessments. It is designed to establish a student's level of ability which can be used as a baseline to inform teaching and from which we can produce predictions to GCSE and IGCSE.

Is MidYIS syllabus based?

MidYIS isn’t syllabus based but the content is created at an appropriate level for the age group being assessed.

Can MidYIS predictions help students with their GCSE and IGCSE subject choices?

The Computer Adaptive Baseline Test establishes a level of developed ability from which predictions and value-added reports are produced for each student. The system was not designed to assist with subject choices specifically but an unintended consequence of providing predictions could be the students being directed towards the subjects in which they are most likely to do well.

What is the MidYIS Independent School Comparison?

With the Nationally Standardised feedback, MidYIS results are standardised against a nationally representative sample of schools. The results are standardised (within the year group nationally) to have a mean score of 100 and a standard deviation of 15. You will be able to compare how your pupils have performed on the MidYIS assessment in relation to one another and also how they have performed relative to the national average.

For independent schools, a similar standardisation is carried out, but this time based on an independent schools' sample, again with a mean score of 100 and a standard deviation of 15. This allows you to compare how your pupils have performed on the MidYIS assessment in relation to one another and relative to pupils in other independent schools.

How soon will I receive MidYIS feedback?

Once we have received your pupil’s response files, feedback will become available for you to download from the Secondary+ website later the same day, usually within 2 hours.

When will I receive my MidYIS reports?

Assessment scores and predictive reports from the web only version of the assessment are available the same day, usually within 2 hours. From the non-web version, reports are available within 24 hours of receipt of the assessment files.

Value Added Reports are available the same day, usually within one hour of receipt of the correctly uploaded exam result files.

Yellis FAQs

What does Yellis cover?

Vocabulary - Multiple choice questions designed to test their ability in vocabulary.

Mathematics - Including fractions, decimals and shapes problems, among others. Like the Vocabulary score, the Maths score is an excellent predictor of later academic achievement.

Patterns - Including matching, identifying reflections and rotations, spatial awareness and visual intuition.

How long does the assessment last?

It is designed to fit into a lesson period of 1 hour and will time out once the hour is up. However, most students will complete the assessment in approximately 40-45 minutes.

When should our school administer Yellis?

Yellis should be taken during Term 1 (from mid-August to December) but is available for early assessing from 1st June until 31st May the following year for those students unable to be assessed at the same time as the other members of their cohort.

What arrangements are in place for candidates with special educational needs?

25% extra time can be awarded to students with learning needs at the school's discretion. There is no need to obtain permission from CEM to award extra time for students in need of this. The time can be allocated using the Candidate Editor in Assessment Centre or can be indicated on the spreadsheet of students details uploaded to us in advance of the assessments being carried out.

Please see the MidYIS and Yellis Co-ordinator Guide for details on how to do this.

Can Yellis be used as a selective entrance assessment?

Yellis is not designed to be used as a selective entrance assessment. It is designed to establish a student's level of ability which can be used as a baseline to inform teaching and from which we can produce predictions to GCSE and IGCSE.

Is Yellis syllabus based?

Yellis isn’t syllabus based but the content is created at an appropriate level for the age group being assessed.

Can Yellis predictions help students with their GCSE and IGCSE subject choices?

The Computer Adaptive Baseline Test establishes a level of developed ability from which predictions and value-added reports are produced for each student. The system was not designed to assist with subject choices specifically but an unintended consequence of providing predictions could be the students being directed towards the subjects in which they are most likely to do well.

When should our school administer Yellis?

During Term 1 (from mid-August to December for UK schools), but they are available for early assessing from 1st June until 31st May the following year for those students unable to be assessed at the same time as the other members of their cohort.

Is there a minimum or maximum age for students taking Yellis?

Students need to be in the age 14-16 bracket to complete the assessments.

How soon will I receive Yellis feedback?

Once we have received your pupil’s response files, feedback will become available for you to download from the Secondary+ website later the same day, usually within 2 hours.

What reports are available and how can they be interpreted?

1. Standardised scores: standardised scores show the ability level of students in comparison to other students of the same age who have taken the same assessment. These scores provide information about the strengths and areas for improvement of individual students. National and Independent sector standardisations are both available.

2. Individual Pupil Records (IPR): the IPR contains a student’s scores in each section of the assessment. These reports can be used by teachers to identify strengths or areas for improvement for individual students and to tailor teaching accordingly.

3. Predictions and Chances Graphs: the Predictions and Chances Graphs show what grades students of a similar ability went on to achieve in the most recent set of exams. They indicate how each of your students are likely to perform at (I)GCSE. These reports can help you develop learning plans for each student, and support target-setting. For more information on predictions, see Understanding the CEM GCSE Predictions Scale

4. Cohort profiles: Cohort Boxplots show the distribution of your students’ Yellis scores for the current academic year and preceding years. They show the median ability within the school, range of abilities, and illustrate any outliers. The Band Profile Graphs show the proportion of pupils falling into each of the four performance bands A–D and allow schools to see how their pupils’ intake abilities compare to a nationally representative sample of pupils. A school with an intake in line with the national sample, in terms of its average ability and range of abilities, would have 25% of pupils in each band.

5. Value-added: School Value-Added Graphs show the positive or negative value-added that has been achieved by students in each subject in the school. Scatter Graphs provide a visual overview of the students’ value-added results.

When will I receive my Yellis reports?

Assessment scores and predictive reports from the web only version of the assessment are available the same day, usually within 2 hours. From the non-web version, reports are available within 24 hours of receipt of the assessment files.

Value Added Reports are available the same day, usually within one hour of receipt of the correctly uploaded exam result files.

Alis and CEM IBE FAQs

What is CEM IBE?

CEM International Baccalaureate Evaluation (CEM IBE) provides predictions and value-added reports for the IB Diploma in the same way that Alis provides this information for A Levels and Pre-U qualifications. It facilitates the important in-house monitoring of performance and helps reveal where best to target resources. The assessment and prices are the same and both products use the Alis+ website.

Why are certain subjects not showing up in my Alis predictions and chances graphs?

The data sample that we receive from all of our Alis schools for each qualification has to meet a strict set of criteria before it is published, so not every qualification will appear in your predictive reports. The criteria include sample size (how many students are represented), number of schools represented and the strength of the statistical correlation. If a qualification's data sample does not meet the criteria it will not appear in your predictive reports.

There are two possible baselines from which we produce the predictive and valued-added data for students: the average (I)GCSE score baseline and the Computer Adaptive Baseline Test (CABT) baseline. The data sample for both baselines is analysed separately and each sample must meet CEM’s criteria for publication. It is possible to see certain qualifications appearing in your reports from one baseline but not the other, both baselines or neither.

There are three lists of supported subjects that are included in our predictive reports for exam year 2020 which are provided as separate downloads in the reports suite within Alis+. Please refer to this document which contains all three lists of supported subjects for exam year 2020 in one place. One shows the qualifications we have published from the average (I)GCSE baseline 0-8 scale (A*-G grades), one from the average (I)GCSE baseline 0-9 scale and one from the Computer Adaptive Baseline Test (CABT). You will notice that the lists of supported subjects are not identical. This is because the exam result data that we receive for each qualification is analysed as three separate samples from the average (I)GCSE score baseline and the Computer Adaptive Baseline Test (CABT). Therefore, the baseline/s that your students have will inform whether or not all of their qualifications appear against their name in your predictive reports.

What subjects do ALIS and CEM IBE cover?

Alis and CEM IBE provide predictive and value-added analysis on a range of post-16 qualifications including A/AS Levels, International Baccalaureate and Pre-U. However, not every qualification for which we collect data will necessarily appear in the predictive or value-added reports. This is because the Alis analysis is derived from the exam results collected for each post-16 qualification each year and the data set for each qualification is analysed separately. Each data set must meet CEM's minimum criteria for publication which includes considerations such as the number of individual exam results received i.e. the number of students represented in the sample, the number of schools represented in the sample and the strength of the statistical correlations. Lists of the qualifications appearing in the reports are produced each year and are available as part of the suite of predictive and value-added reports.

Which students should be assessed using Alis or CEM IBE?

We strongly recommend, resources allowing, that all students take the baseline test. As well as treating all the students in the same way and providing comparisons between them, it can reveal an alternative aspect to a student's potential. It is also essential if students do not have an average GCSE or IGCSE score as the only baseline from which Alis and CEM IBE reports can be produced.

When will we receive our predictions?

Full predictive reports from the average GCSE or IGCSE baseline are usually available within 2 hours following the successful upload of a correctly formatted Student Registration Spreadsheet containing all the required information. If the Computer Adaptive Baseline Test is being used as a baseline, the full predictive reports will usually be available within 24 hours after we have received the assessment files to our system, either automatically (Web only Version) or manually (Non web Version) as long as the Student Registration Spreadsheet has already been uploaded with the required information.

Still need information?

If you have any questions please get in touch:

  • Primary: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Secondary: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Post 16: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • International: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • General: This email address is being protected from spambots. You need JavaScript enabled to view it.

While you are here why not check out our blog?

We use cookies to improve our website and your experience when using it. Cookies used for the essential operation of the site have already been set. To find out more about the cookies we use and how to delete them, see our Privacy Policy. By visiting this website you are accepting the Terms and conditions.

I accept cookies from this site

SIGN UP FOR CEM UPDATES

Read our Privacy Notice (opens in new window)

BOOK A DEMO / WEBINAR

Read our Privacy Notice (opens in new window)

GET IN TOUCH

Please fill out the information below and we will get back to you.


SIGN UP FOR CEM UPDATES

Please fill out the information below and we will get back to you.


Demo Request

Please fill out the information below and we will get back to you.