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Assessment and Monitoring in the Primary Years
www.cemcentre.org
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CEM’s Monitoring Systems
Start to End of NurseryASPECTS
Start to End of Reception
PIPS Baseline Assessment
Year 1 – Year 6PIPS
Or InCAS
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Designing a baseline assessmentfor young children
• For value-added purposes, need items that are good indicators of later attainment
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Correlation = 0
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Correlation = 1
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Correlation = 0.7
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Child development and predicting later attainment
• Speech & Language– Before 6 months vowels are predominant– After 6 months use of consonants– 8 months: Babbling– 1 year: 6 words recognised by mother– 18 months: Approx. 50 words understood by mother– 2 years: Mother understands language– 3 years: Other adults understand language
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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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Mathematics
• Babies born with numerosity of small quantities– Before acquisition of language– Subitising
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Early Arithmetic
Subitising
Learning to count
Learning simple arithmetic
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What would you include in a baseline assessment?
• Drawing• Marshmallows• Language• Maths• Phonological
awareness• PSED• Motor skills
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ASPECTS
• Baseline Assessment for Foundation Stage – Early Language and Maths– PSED– Motor Development
• Test/retest reliability for reading and maths = 0.82
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ASPECTS
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ASPECTS ~ Motor 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 for reading and maths = 0.98
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PIPS Baseline ~ PSED• Comfortable• Independence• Confidence• Concentration (Teacher and Self Directed)• Actions • Relationships (To peers and to adults)• Rules• Cultural awareness• Communication
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PIPS Baseline ~ PSED
PSEDReading age 4 0.50Mathematics age 4 0.49Reading age 5 0.40Mathematics age 5 0.39Reading age 7 0.37Mathematics age 7 0.41
Correlations
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PIPS Baseline ~ PSED
• Multi-level Models–After controlling for sex and earlier
attainment, PSED was still a significant factor in explaining the difference between pupils’ reading and maths attainment at Age 7
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Monitoring the Progress of Older Children: The Importance of Developed Ability
Vocabulary Acquisition and Non-verbal Ability
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In the Reception Year we have a lot of information from the PIPS BLA
As children get older, we might not have good data on their prior achievement and developed ability
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If we don’t have comprehensive information about Ian’s vocabulary and non-verbal ability
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Are we limited in the Interpretation of his
performance against the curriculum?
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If we take a combination of picture vocabulary and non-
verbal ability, we gain a picture of Ian’s ‘Developed Ability’
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This data might suggestthat Ian is an able little
boy who is under-performing
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Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be
difficult to identify this
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Lord Bew Review of KS2 Testing:“We believe the potential of computer-administered testing is enormous, but it needs to be approached with caution. We believe it should be explored further and piloted with a view to exploring the possibility of introducing it in the long term. We recommend the same approach should be taken with computer adaptive testing, given the advantages associated with pupils being able to sit their own personalised test according to their level of attainment.”
Computer-adaptive Assessment
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Traditional approach
Low Average High
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Adaptive approach
Low Average High
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InCAS
• InCAS– Administer at any time of year– CD (installed on school network)– Group assessment– Feedback
• Within 24 hours
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• Picture Vocabulary• Non-verbal ability• Attitudes• Word recognition• Word decoding• Text comprehension• Spelling• Mental arithmetic• General maths
Content
Developed Ability
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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 – an Interactive Compensatory Process
Word recognition/decoding Comprehension
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Problems with Literacy Acquisition
Dyslexia
Found across the whole intelligence range
Continuum of severity
3 males : 1 female
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Types of Difficulties
Phonological deficit
Visual memory
Speed of processing
These can overlap
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Impact of Spelling Difficulties
Spelling problems
Slow writing & poor quality
Poor note taking and exam performance
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Areas of Maths
• Mental arithmetic
• General maths– Number (informal, verbal, counting, place-value)– Number (formal, algebra)– Measures, shape and space– Handling data
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Attitudes
• Generally positive but decline with age
• More positive towards reading than maths
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Thank You!
