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Introduction to ASPECTS

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Profile of strengths and weaknesses for planning appropriate ... Then standardised: mean = 0 and SD = 1 within each year and subject. Used teacher-given results ... – PowerPoint PPT presentation

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Title: Introduction to ASPECTS


1
Introduction to ASPECTS PIPS Assessments
  • Christine.Merrell_at_cem.dur.ac.uk

www.cemcentre.org
2
International PIPS
  • England
  • Scotland
  • Wales
  • Australia
  • New Zealand
  • Netherlands
  • Germany
  • South Africa
  • Hong Kong
  • Slovenia
  • International Schools

3
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

4
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

5
Designing a Baseline Assessment
  • For value-added purposes, need items that are
    good indicators of later development/achievement

6
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.

7
Assessment Options
Start End Start End Nursery
Nursery Rec Rec ASPECTS
ASPECTS PIPS On-Entry PIPS
On- Baseline Entry
Follow-up
8
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

9
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

10
Motor Development
  • Gross Motor Skills
  • Static balance
  • Walking
  • Sending and receiving
  • Fine Motor Skills
  • Finger movement
  • Finger painting

11
Language Maths
  • Language
  • Vocabulary
  • Concepts about print
  • Repeating words
  • Letter identification
  • Writing
  • Word recognition
  • Maths
  • Ideas about maths
  • Counting
  • Number identification
  • Shapes
  • Number problems

12
Reliability
  • Language and maths development
  • Internal reliability (?) 0.94
  • Test/Re-test reliability 0.82

13
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)

14
Relationship between Motor Development and
Language and Maths Development
15
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

16
What Children Know Can Do
17
Lowest 1
18
Average
19
Highest 1
20
International Comparisons Reading
21
International 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

24
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

25
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

26
Results
Effect is about one-seventh of the difference
between Level 2A and 2B
27
Conclusions
  • Conclusions from analysis have to be tentative
  • Interesting trends over time
  • Suggest that using PIPS Baseline is beneficial

28
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

29
What PIPS Assesses
  • Computer-delivered
  • Maths ½ hour
  • Reading ½ hour
  • Developed Ability
  • Picture vocabulary
  • Non-verbal ability ½ hour
  • Attitudes

30
  • No Preparation!

31
PIPS Maths
  • Based on National Curriculum TIMSS
  • Items with range of difficulties
  • Cant cover all curriculum at all difficulties

32
Maths
33
Maths
34
Maths
35
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

36
Reading
Reading
37
Reading
38
Reading
Hunter-Grundin format
39
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.

40
Picture Vocabulary
  • Doesnt rely on reading
  • Items are not curriculum-based

41
Picture Vocabulary
Items not curriculum-based, selected from
frequency of use wordlists
42
Non-verbal Ability
  • Problems of Position by David Moseley
  • Culture-reduced

43
Attitudes
  • Generally positive but decline with age.
  • More positive towards reading than maths.

44
(No Transcript)
45
Attitudes
Attitudes, attainment and value-added
46
  • Thank you
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