iPIPS: An International Study of
Children’s Development at the Start of
School and Progress in their First Year
Peter Tymms & Christine Merrell
Overview
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CEM
Challenges of assessing young children
The PIPS assessment
iPIPS
Data quality
– Reliability
– Predictive validity
What children know and can do
Progress across jurisdictions
Changes over a decade
Monitoring policy changes
Centre for Evaluation & Monitoring
Our Mission
… fundamental aim to improve teaching and
learning for children and young people
… high quality research information through a
scientific and evidence-based approach
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30 years old
100 staff
Monitoring systems for children ages 3-18
Process data from 1 million students a year
1000s schools
Computer adaptive tests with 10,000 in a day
England, Scotland, Australia, New Zealand, the
Netherlands, Abu Dhabi, USA, China, Germany,
Russia, Chile & S. Africa
The Challenges of Assessing Young Children
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Many can’t read
Communication issues
Limited time for assessment
Low STM
Content:
– The official content?
– What best predicts success/difficulty?
– What is malleable?
• Mode
– Observation or direct questions?
The PIPS Baseline and Follow up
• Translated/adapted into 9 languages
• Assessed > 1 million children
• Used initially for formative feedback
Content: PIPS Assessment
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Early Reading
Early Maths
Vocabulary
Short term memory
Personal, Social and Emotional Development
Inattentiveness, hyperactivity & impulsivity
Contextual Data
Physical development
Distinctive Nature of PIPS
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Very quick
Very reliable
Good prediction
Robust
Broadly based
Can be adapted
Long term follow up data
International
Liked by teachers
Enjoyed by children
Rapid feedback
Compared to Other Assessments
• There are hundreds of baseline assessments
• We have reviewed 25
• PIPS wins
A Look at the Assessment
iPIPS
• iPIPS is a international project looking at
children starting school around the world and
the progress they make in their first school
year
iPIPS Vision
On-going
project
iPIPS in
Scale up to
include more
countries
6 countries
Developmental Projects
3 years:
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2013/2014
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2014/2015
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2015/2016
Bigger
Comparative
Study: Every
4 years
• Through
governments
Data Quality (Objective data from England)
• Reliability
– Test/retest
• Does it predict?
0.98
An Example of Prediction
0.8
0.6
0.4
0.2
0
-0.2
-0.4
Age 5
Reading
Age 16 GCSE
English
What Children Know and Can Do
Table 5c: Map of items and pupils for the Total measure in England
TABLE 12.2 SOR England Data v2.sav
ZOU083WS.TXT Jan 8 14:33 2014
INPUT: 19504 PERSON 168 ITEM REPORTED: 5440 PERSON 165 ITEM 334 CATS WINSTEPS 3.74.0
---------------------------------------------------------------------------------------MEASURE
6
5
4
3
2
1
0
-1
-2
-3
-4
-5
-6
-7
EACH
PERSON - MAP - ITEM
<more>|<rare>
+
| M or L 8 more t
| M or L 21 more
|
+ M or L 6 less t
|T M or L 10 less
. | Sums B 15+21
| Sums B 7+3
. +
. | M or L 3 less t
. | M or L 3 more t
. | Num 3dig2
. + Num 3dig3
. | M or L 2 more t
. | IAR full
. |S Num 2dig2
.# T+ IAR capital
.## | Sent Sentences
.## | IAR sentence
.#### | IAR start
.##### + Num 3dig5
.####### S| IAR sentence
.######### |
W Writing
.########### | Lett A
.############ +M Lett G
.############ M| IAR Letter
.########### | Lett F
.########## | IAR word
.####### + Lett x
.######## | Lett Name Lette
.###### S| Count fish here
.#### | Count fish ther
#### + IAM shortest
.## |S IAR writing
.# | Count apples th
.# T| Count apples he
. + PV cherries
. | IAM most
. | IAM tallest
. | IAM more
. + IAR someone
. | PV carrots
. | IAM smallest
. |T PV castle
+ IAM biggest
. |
|
. |
+
|
. |
|
. +
<less>|<frequent>
"#" IS 41. EACH "." IS 1 TO 40
Sums B half of
Sums B 9-6
Sums B 4+11
Sums B 42-17
Num 3dig1
PV cosmetics
Sent Sentences
Sent Sentences
Num 2dig1
Sent Sentences
Num 2dig3
W cat
Num 3dig4
Num teen2
Num teen1
PV microscope
Lett D
Lett H
Lett K
Lett B
Lett n
Lett L
Num 6
Lett m
IAM least
PV pigeon
Num 3
Num 1
PV windmill
PV knife
Rep stop
PV fork
IAR someone
PV butterfly
PV cupboard
PV kite
PV turtle
Sh star
Sums B Sequence
Pass Walking t
PV yacht
Sums B Sequence
Sent Story 2
Sent Story 1
Sums B 15-4
Sent Sentences
W flower
Pass Cats long
W dog
Num teen3
Sums A pips
Lett Q
Lett J
PV jewellery
Lett V
Lett w
Lett S
Rep juxtapose
Num 0
Lett i
Rep enterprisin
Num 5
Num 2
Sh triangle
PV pan
PV wasp
Sums B
12p ora
Sent Sentences
W house
W car
Sent
Sentences
M or L 1 more t
Lett Y
PV toadstool
Lett c
PV saxophone
Lett e
Sh hexagon
Num 8
Lett p
Sums A balls
PV bowl
Num 4
Sh circle
Sums A rockets
W ball
W duck
W rabbit
Sums B
half th
W tree
W butterfly
Sums A ice crea
Lett t
Rep observatory
Lett o
Rep frigglejang
Lett r
Sums A puppies
Rhy mouse
Lett u
Rhy pan
Lett z
Rep riotous
Num 7
Sums A cars
Rep denalty
PV violin
Rep mantle
Sh square
Sums A bikes
PV padlock
Rhy toes
Num 9
Sums B 5p appl
Rhy bin
Rhy dish
Sums A rabbits
PV cash
Rhy cherries
Rhy drum
Rhy hat
Rhy sun
Sums B
three q
Reading across Jurisdictions
3.00
2.00
1.00
0.00
-1.00
England
England2
Scotland
Scotland2
New Zealand
New Zealand2
-2.00
Australia
Australia2
-3.00
Changes Over a Decade
Example: Pre-school and mathematics at start of
school ten years ago:
Monitoring the Impact of a New Policy
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Northern Ireland, UK
New Enriched Curriculum
PIPS Baseline and later PIPS Assessments
Tracked reading and mathematics from start
to end of primary school
• No additional benefit for Enriched Curriculum
Thank You
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