Title: Introduction to ASPECTS
1Introduction to ASPECTS PIPS Assessments
- Christine.Merrell_at_cem.dur.ac.uk
www.cemcentre.org
2International PIPS
- England
- Scotland
- Wales
- Australia
- New Zealand
- Netherlands
- Germany
- South Africa
- Hong Kong
- Slovenia
- International Schools
3Why 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
4ASPECTS 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
5Designing a Baseline Assessment
- For value-added purposes, need items that are
good indicators of later development/achievement
6Designing a Baseline Assessment
- Should be reliable and manageable.
- Ideally, tailored to the ability of each child
and have an easy method of recording observations.
7Assessment Options
Start End Start End Nursery
Nursery Rec Rec ASPECTS
ASPECTS PIPS On-Entry PIPS
On- Baseline Entry
Follow-up
8ASPECTS
- 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
9Personal, 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
10Motor Development
- Gross Motor Skills
- Static balance
- Walking
- Sending and receiving
- Fine Motor Skills
- Finger movement
- Finger painting
11Language Maths
- Language
- Vocabulary
- Concepts about print
- Repeating words
- Letter identification
- Writing
- Word recognition
- Maths
- Ideas about maths
- Counting
- Number identification
- Shapes
- Number problems
12Reliability
- Language and maths development
- Internal reliability (?) 0.94
- Test/Re-test reliability 0.82
13Predictive 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)
14Relationship between Motor Development and
Language and Maths Development
15PIPS 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
16What Children Know Can Do
17Lowest 1
18Average
19Highest 1
20International Comparisons Reading
21International Comparisons Maths
22- Does Objective, Reliable On-Entry Baseline
Assessment Improve Attainment at Age 7?
23- 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
24PIPS 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
25Analysis
- 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
26Results
Effect is about one-seventh of the difference
between Level 2A and 2B
27Conclusions
- Conclusions from analysis have to be tentative
- Interesting trends over time
- Suggest that using PIPS Baseline is beneficial
28Timetable 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
29What PIPS Assesses
- Computer-delivered
- Maths ½ hour
- Reading ½ hour
- Developed Ability
- Picture vocabulary
- Non-verbal ability ½ hour
- Attitudes
30 31PIPS Maths
- Based on National Curriculum TIMSS
- Items with range of difficulties
- Cant cover all curriculum at all difficulties
32Maths
33Maths
34Maths
35Reading
- 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
36Reading
Reading
37Reading
38Reading
Hunter-Grundin format
39Developed 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.
40Picture Vocabulary
- Doesnt rely on reading
- Items are not curriculum-based
41Picture Vocabulary
Items not curriculum-based, selected from
frequency of use wordlists
42Non-verbal Ability
- Problems of Position by David Moseley
- Culture-reduced
43Attitudes
- Generally positive but decline with age.
- More positive towards reading than maths.
44(No Transcript)
45Attitudes
Attitudes, attainment and value-added
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