Introduction to ASPECTS

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Introduction to ASPECTS PIPS Assessments

• Christine.Merrell_at_cem.dur.ac.uk

www.cemcentre.org
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International PIPS

• England
• Scotland
• Wales
• Australia
• New Zealand
• Netherlands
• Germany
• South Africa
• Hong Kong
• Slovenia
• International Schools

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Why Assess?

• Profile of strengths and weaknesses for planning
  appropriate learning experiences
• Early indicator of special educational needs
• Monitor progress and attitudes of pupils and
  cohorts over time

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ASPECTS PIPS Offer More

• Comparisons
• Children within a class
• Groups such as boys/girls
• Classes within a year-group
• Current cohorts with previous ones
• Other schools
• Progress over time
• Research
• Within school
• Nationally and internationally

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Designing a Baseline Assessment

• For value-added purposes, need items that are
  good indicators of later development/achievement

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Designing a Baseline Assessment

• Should be reliable and manageable.
• Ideally, tailored to the ability of each child
  and have an easy method of recording observations.

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Assessment Options
Start End Start End Nursery
Nursery Rec Rec ASPECTS
ASPECTS PIPS On-Entry PIPS
On- Baseline Entry
Follow-up
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ASPECTS

• Baseline and follow-up for pre-school children
  age 3 years and over
• Personal, social and emotional development
• Language and mathematics development
• Fine and gross motor development

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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

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Motor Development

• Gross Motor Skills
• Static balance
• Walking
• Sending and receiving
• Fine Motor Skills
• Finger movement
• Finger painting

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Language Maths

• Language
• Vocabulary
• Concepts about print
• Repeating words
• Letter identification
• Writing
• Word recognition
• Maths
• Ideas about maths
• Counting
• Number identification
• Shapes
• Number problems

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Reliability

• Language and maths development
• Internal reliability (?) 0.94
• Test/Re-test reliability 0.82

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Predictive Validity

• Correlation between start of pre-school and later
  for language and maths development
• ASPECTS (September) to ASPECTS (June) 0.68
• ASPECTS (September) to PIPS (September) 0.72
• (GCSE to A-Level approx. 0.7)

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Relationship between Motor Development and
Language and Maths Development
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PIPS On-entry Baseline Follow-up

• Assesses
• Early reading and vocabulary
• Phonological Awareness
• Early maths
• Personal, social and emotional development
• Short-term memory
• Attitudes (End of Year only)
• Behaviour (End of Year only)
• Test/Retest Reliability 0.98

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What Children Know Can Do
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Lowest 1
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Average
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Highest 1
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International Comparisons Reading
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International Comparisons Maths
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• Does Objective, Reliable On-Entry Baseline
  Assessment Improve Attainment at Age 7?

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• National end of Key Stage 1 SATs data for 2000/01
  2006/07 academic years for state schools
• Selected 2 groups
• Non PIPS Users
• PIPS Users

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PIPS Users

• 531 schools (approx 18,000 pupils per year)
• Used PIPS continuously between 1996/97 and
  2002/03 then stopped when FSP was made statutory
• 2002/03 cohort took KS1 SATs in 2005

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Analysis

• KS1 levels for each subject converted into point
  scores
• Then standardised mean 0 and SD 1 within
  each year and subject
• Used teacher-given results

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Results
Effect is about one-seventh of the difference
between Level 2A and 2B
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Conclusions

• Conclusions from analysis have to be tentative
• Interesting trends over time
• Suggest that using PIPS Baseline is beneficial

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Timetable for PIPS in Years 1 - 6

• End of Year 1 June
• Year 2 January
• End of Year 3 June
• End of Year 4 June
• End of Year 5 June
• Year 6 January

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What PIPS Assesses

• Computer-delivered
• Maths ½ hour
• Reading ½ hour
• Developed Ability
• Picture vocabulary
• Non-verbal ability ½ hour
• Attitudes

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• No Preparation!

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PIPS Maths

• Based on National Curriculum TIMSS
• Items with range of difficulties
• Cant cover all curriculum at all difficulties

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Maths
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Maths
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Maths
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Reading

• When beginning to read, children need different
  types of
• knowledge
• Global and cultural awareness
• Vocabulary and basic understanding of language
• Conventions of print
• Phonological awareness

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Reading
Reading
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Reading
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Reading
Hunter-Grundin format
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Developed Ability

• Is the ability of children to learn.
• Something that they have developed over their
• lifetime and they will continue to develop. It
  is
• measured by using a combination of language
• acquisition and non-verbal ability.
• For children with EAL, interpret with care.

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Picture Vocabulary

• Doesnt rely on reading
• Items are not curriculum-based

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Picture Vocabulary
Items not curriculum-based, selected from
frequency of use wordlists
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Non-verbal Ability

• Problems of Position by David Moseley
• Culture-reduced

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Attitudes

• Generally positive but decline with age.
• More positive towards reading than maths.

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Attitudes
Attitudes, attainment and value-added
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• Thank you