Assessment in
the Early Years
for Experienced
Users
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www.cemcentre.org
1
Assessment Options
Start
Nursery
End
Nursery
ASPECTS
ASPECTS
Start
Rec
End
Rec
PIPS On-Entry
Baseline
PIPS OnEntry
Follow-up
2
ASPECTS
• Early Language and Maths Development
• Personal, Social & Emotional Development
• Motor Development
3
Personal, Social & Emotional
Development
•
•
•
•
•
•
•
•
•
•
•
Comfortable
Independence
Confidence
Concentration (teacher directed activities)
Concentration (self directed activities)
Actions
Relationship to peers
Relationship to adults
Rules
Cultural awareness
Communication
4
ASPECTS Feedback
5
Language & Maths Development
• Language
– Vocabulary
– Concepts about print
– Repeating words
– Letter identification
– Writing
– Word recognition
• Maths
– Ideas about maths
– Counting
– Number identification
– Shapes
– Number problems
6
Reliability
• Language and maths development
– Internal reliability ()
0.94
– Test/Re-test reliability
0.82
7
Total Scores
22/80
--------------------------------------------------------------------------------------------------------------------
Language: 20/51
Mathematics: 2/29
-------------------------------------------------------------------------------------------------------------------Handwriting:
0/5
Ideas about maths:
0/9
Vocabulary:
4/9
Digit identification:
0/8
Repeats:
14/14
Number problems:
0/6
Sounds:
0/3
Shapes:
2/4
Word choice:
0/4
Counting:
0/2
Concepts about print:
2/3
Letter identification:
0/13
-------------------------------------------------------------------------------------------------------------------Question No.
Question Type
Response
-------------------------------------------------------------------------------------------------------------------1, 2, 3, 4, 5
Vocabulary
1 0 0
6
Number problems
0
7, 8, 9
Ideas about maths
0 0
8
ASPECTS Feedback
School: 42373
Class: Nursery
Language and maths development
80
70
Raw score
60
50
Iu an
40
B et hany
Fred
30
e ri etta
Ala naChri stHinen
re
Guineve
nn y
Le
M icha el
E ddy
D av id
20
K yl e
Jessic a
10
0
36
39
42
45
48
51
54
57
Age at assessment (months)
0%
10%
20%
30%
40%
50%
60%
70%
80%
11-Oct-02
9
90%
100%
60
ASPECTS Feedback
School: 42373
Class: Nursery
Language and maths development
80
70
Raw score
Iu a ny le a
K ett
n ri
He
d
Fre
60
v id
Da
50
na
Al a
40
e
ver
in e
a
c
i
ss
Je
Gu
n
Len
y
ny
B etha
y
E dd
Christin e
30
20
10
0
36
39
42
45
48
51
54
57
Age at assessment (months)
0%
10%
20%
30%
40%
50%
60%
70%
80%
11-Oct-02
10
90%
100%
60
IDEAS+
11
Relationship Between Language & Maths
Development and Motor Development
12
PIPS On-entry Baseline &
Follow-up
• Raw Scores
•
•
•
•
•
Early Reading and Early Maths
Phonological Awareness
Personal, Social & Emotional Development
Motor Development
Behaviour
13
Reading and Maths
• Start of Reception
– Raw scores
– Standardised Scores
• Scores charts
• Stacked Bar Charts
• Box and Whisker Plots
–
–
–
–
–
Differences between teachers
Range of scores
SEN
Talking to parents
Phonological awareness
14
Start of Reception – Scores Table
raw scores
name
standardised scores
maths
reading
phonics
total
maths
reading
phonics
total
Sebastian
Example
12
20
1
33
38
44
Under 40
39
Harrison
Example
12
30
9
51
38
54
51
47
Kit
Example
17
24
10
51
44
49
53
47
Henry
Example
16
28
14
58
43
52
60
50
Hugo
Example
26
21
11
58
52
46
54
50
Christopher
Example
27
28
6
61
53
52
45
51
Hettie
Example
29
27
7
63
55
52
47
52
Imogen
Example
30
28
10
68
56
52
53
54
Ella
Example
26
36
11
73
52
57
54
56
Archie
Example
28
34
12
74
54
56
56
56
Freddie
Example
27
41
8
76
53
59
49
57
Katie
Example
28
43
16
87
54
60
Over 60
60
Giles
Example
32
52
12
96
59
63
56
63
Georgia
Example
29
56
12
97
55
65
56
63
Georgie
Example
37
46
16
99
65
61
Over 60
64
Katherine
Example
32
56
14
102
59
65
60
65
Rory
Example
46
58
16
120
Over 75
66
Over 60
70
Edward
Example
41
78
16
135
71
73
Over 60
73
Alice
Example
35
89
16
140
63
74
Over 60
74
15
Start of Reception – Bar Chart
16
Start of Reception – Box and Whisker
early maths
early reading
This class is an autumn intake
20
30
40
50
70
60
standardised scores
17
80
End of Reception
• Scores Tables
• Line Charts
• Scatter Plots
• Compare reading and maths
• Look at class line vs. national and local
• What about different progress by different
teachers?
18
End of Reception – Scores Table
maths scores
name
end
reading scores
total scores
end
start
start
value added
end
entry
start
term
raw
raw
std.
raw
raw
std.
raw
std.
raw
std.
Sebastian
Example
autumn
12
38
45
20
38
37
33
39
89
39
maths
reading attitude
average
–
Hettie
Example
autumn
29
51
60
27
65
46
63
52
129
48
+
–
Imogen
Example
autumn
30
47
55
28
77
48
68
54
139
49
average
–
Hugo
Example
autumn
26
41
49
21
85
50
58
50
142
50
average average
Kit
Example
autumn
17
40
47
24
85
50
51
47
142
50
average average
Georgie
Example
autumn
37
53
62
46
88
51
99
64
158
53
average
––
Freddie
Example
autumn
27
42
50
41
101
54
76
57
160
54
–
average
Henry
Example
autumn
16
45
53
28
104
55
58
50
166
55
average
+
Archie
Example
autumn
28
52
61
34
98
53
74
56
167
55
+
average
Christopher
Example
autumn
27
51
60
28
100
54
61
51
168
55
+
average
Katie
Example
autumn
28
48
56
43
111
57
87
60
176
57
average average
Katherine
Example
autumn
32
54
63
56
112
57
102
65
183
58
average
–
Harrison
Example
autumn
12
55
64
30
112
57
51
47
184
59
++
++
Ella
Example
autumn
26
57
66
36
115
58
73
56
189
59
++
average
Giles
Example
autumn
32
55
64
52
121
59
96
63
191
60
Rory
Example
autumn
46
60
70
58
118
59
120
70
195
60
Georgia
Example
autumn
29
49
58
56
138
62
97
63
203
62
average average
Alice
Example
autumn
35
59
68
89
159
67
140
74
235
69
average average
Edward
Example
autumn
41
62
73
78
159
67
135
73
238
70
19
average average
+
+
–
average
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
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End of Reception – Line Graph
60
60
50
50
40
40
30
30
20
20
10
10
0
0
Class average
Local average
National average
20
Maths Raw Scores (End)
Maths Raw Scores (Start)
Subject: Maths
End of Reception – Scatter Plot
21
Attention Deficit Hyperactivity
Disorder (ADHD)
3 ADHD sub-types in the DSM-IV:
• Predominantly Inattentive sub-type
• Predominantly Hyperactive/Impulsive sub-type
• Combined sub-type
22
Inattentive sub-scale
1.
2.
3.
4.
5.
6.
7.
8.
9.
Makes careless mistakes
Difficulty sustaining attention
Does not seem to listen
Does not follow through instructions, fails to finish
work
Difficulty organising tasks and activities
Reluctant to engage in tasks which require
sustained mental activity
Loses equipment necessary for activity
Distracted by extraneous stimuli
Forgetful in daily activities
23
Hyperactive sub-scale
1. Fidgets with hands or feet or squirms in seat
2. Leaves seat in classroom or in other situations
where remaining seated is expected
3. Runs about excessively in situations in which it is
inappropriate
4. Difficulty in playing quietly
5. Often ‘on the go’ as if driven by a motor
6. Talks excessively
24
Impulsive sub-scale
1. Blurts out answers before questions have been
completed
2. Has difficulty awaiting turn
3. Interrupts or intrudes on others e.g. pushes into
conversations or games
25
Achievement: Reading
0
-0.2
Start
End Year 2 Year 4 Year 6
ES
-0.4
Hyp/Imp
Combined
Inattentive
-0.6
-0.8
-1
-1.2
-1.4
26
Achievement: Maths
0
Start
End
Year 2
Year 4
Year 6
-0.2
-0.4
Hyp/Imp
-0.6
Combined
-0.8
Inattentive
-1
-1.2
-1.4
27
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Predicting Achievement in the Early Years: How Influential