ASPECTS and PIPS for the Foundation Stage Christine'Merrellcem'dur'ac'uk

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ASPECTS and PIPS for the Foundation
StageChristine.Merrell_at_cem.dur.ac.uk
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International PIPS

• England
• Scotland
• (One third of Scottish Education Authorities)
• Wales
• Australia
• New Zealand
• Netherlands
• Germany
• South Africa
• Hong Kong
• Slovenia

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Purposes of Baseline

• Profile of each child (strengths and weaknesses)
  for planning appropriate learning experiences
• Early indicator of possible special educational
  needs
• Baseline from which to measure progress

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Purposes of Baseline

• Comparison of children within a class range of
  abilities
• Comparison of different classes within a school
• Comparison of groups such as girls/boys, older
  children/younger children
• Comparison between schools, towns, larger
  districts
• Research

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Designing a Baseline Assessment

• For value-added purposes, need items that are
  good indicators of later development/achievement.
• For language and mathematics, ASPECTS/PIPS
  baselines have included items that past research
  have shown to be strongly related to later
  reading and maths achievement.

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Correlation 0
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Correlation 1
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Correlation 0.7
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Designing a Baseline Assessment

• Should be reliable and manageable.
• Long assessments are more reliable
• But
• A young child can lose motivation/concentration
• Take a long time to administer
• Ideally, the assessment should be tailored to the
  ability of each child and have an easy method of
  recording observations ASPECTS/PIPS CDs

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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 Development

• 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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Relationship Between Language Maths Development
and Motor Development
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Relationship Between Language Maths Development
and Motor Development
Significant predictor of achievement at start and
end of Reception but not Year 2 or later
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ASPECTS Feedback
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LANGUAGE MATHEMATICS DEVELOPMENT Carmel Cherry
First Assessment 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
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IDEAS for ASPECTS

• Download from PIPS Secure website
• www.pipsproject.org

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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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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)

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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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Language and Maths

• Writing
• Vocabulary
• Ideas about Reading
• Repeating Words
• Rhyming Words
• Letter Identification
• Word Recognition and Reading
• Ideas about Maths
• Counting
• Simple Sums
• Number Identification
• Shape Identification
• Number Problems

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PIPS On-Entry Baseline Follow-up

• Test/Re-test reliability for early reading and
  maths 0.98

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What Children Starting School in Scotland Know
and Can Do
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Lowest 1 of Children
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Average Children
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Highest 1 of Children