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Assessment Options
Start End Start EndNursery Nursery Rec Rec
ASPECTS ASPECTS PIPS On-Entry PIPS On-Baseline Entry
Follow-up
3
ASPECTS
• Early Language and Maths Development
• Personal, Social & Emotional Development
• 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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ASPECTS Feedback
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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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Total Scores 22/80
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Language: 20/51 Mathematics: 2/29
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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
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Question No. Question Type Response
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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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ASPECTS Feedback
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
11-Oct-02
School: 42373Class: Nursery
Language and maths development
0
10
20
30
40
50
60
70
80
36 39 42 45 48 51 54 57 60
Age at assessment (months)
Raw
sco
re
10
ASPECTS Feedback
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
11-Oct-02
School: 42373Class: Nursery
Language and maths development
0
10
20
30
40
50
60
70
80
36 39 42 45 48 51 54 57 60
Age at assessment (months)
Raw
sco
re
11
IDEAS+
12
Relationship Between Language & Maths Development and Motor Development
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PIPS On-entry Baseline &Follow-up
• Raw Scores• Early Reading and Early Maths
• Phonological Awareness
• Personal, Social & Emotional Development
• Motor Development
• Behaviour
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Reading and Maths
• Start of Reception– Raw scores– Standardised Scores
• Scores charts• Stacked Bar Charts• Box and Whisker Plots
– Differences between teachers– Range of scores– SEN– Talking to parents– Phonological awareness
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Start of Reception – Scores Table
maths reading phonics total maths reading phonics total
Sebastian Example 12 20 1 33 38 44 Under 40 39
Harrison Example 12 30 9 51 38 54 51 47
Kit Example 17 24 10 51 44 49 53 47
Henry Example 16 28 14 58 43 52 60 50
Hugo Example 26 21 11 58 52 46 54 50
Christopher Example 27 28 6 61 53 52 45 51
Hettie Example 29 27 7 63 55 52 47 52
Imogen Example 30 28 10 68 56 52 53 54
Ella Example 26 36 11 73 52 57 54 56
Archie Example 28 34 12 74 54 56 56 56
Freddie Example 27 41 8 76 53 59 49 57
Katie Example 28 43 16 87 54 60 Over 60 60
Giles Example 32 52 12 96 59 63 56 63
Georgia Example 29 56 12 97 55 65 56 63
Georgie Example 37 46 16 99 65 61 Over 60 64
Katherine Example 32 56 14 102 59 65 60 65
Rory Example 46 58 16 120 Over 75 66 Over 60 70
Edward Example 41 78 16 135 71 73 Over 60 73
Alice Example 35 89 16 140 63 74 Over 60 74
name
standardised scoresraw scores
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Start of Reception – Bar Chart
0 50 100 150 200
Edward Example
Rory Example
Alice Example
Georgie Example
Katherine Example
Giles Example
Georgia Example
Katie Example
Freddie Example
Archie Example
Imogen Example
Ella Example
Hettie Example
Christopher Example
Hugo Example
Henry Example
Kit Example
Harrison Example
Sebastian Example
standardised scores
phonicsreadingmaths
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Start of Reception – Box and Whisker
standardised scores
This class is an autumn intake
20 30 40 50 60 70 80
ea
rly m
ath
se
arly
re
ad
ing
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End of Reception
• Scores Tables
• Line Charts
• Scatter Plots• Compare reading and maths• Look at class line vs. national and local• What about different progress by different
teachers?
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End of Reception – Scores Table
entry start start
term raw raw std. raw raw std. raw std. raw std.
Sebastian Example autumn 12 38 45 20 38 37 33 39 89 39 average – Hettie Example autumn 29 51 60 27 65 46 63 52 129 48 + –
Imogen Example autumn 30 47 55 28 77 48 68 54 139 49 average – Hugo Example autumn 26 41 49 21 85 50 58 50 142 50 average average Kit Example autumn 17 40 47 24 85 50 51 47 142 50 average average
Georgie Example autumn 37 53 62 46 88 51 99 64 158 53 average – – Freddie Example autumn 27 42 50 41 101 54 76 57 160 54 – average Henry Example autumn 16 45 53 28 104 55 58 50 166 55 average + Archie Example autumn 28 52 61 34 98 53 74 56 167 55 + average
Christopher Example autumn 27 51 60 28 100 54 61 51 168 55 + average Katie Example autumn 28 48 56 43 111 57 87 60 176 57 average average
Katherine Example autumn 32 54 63 56 112 57 102 65 183 58 average – Harrison Example autumn 12 55 64 30 112 57 51 47 184 59 ++ ++
Ella Example autumn 26 57 66 36 115 58 73 56 189 59 ++ average Giles Example autumn 32 55 64 52 121 59 96 63 191 60 average average Rory Example autumn 46 60 70 58 118 59 120 70 195 60 + –
Georgia Example autumn 29 49 58 56 138 62 97 63 203 62 average average Alice Example autumn 35 59 68 89 159 67 140 74 235 69 average average
Edward Example autumn 41 62 73 78 159 67 135 73 238 70 + average
value added
maths reading attitude
reading scoresmaths scores
name
total scoresendstartendend
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End of Reception – Line GraphSubject: Maths
0
10
20
30
40
50
60
Ma
ths
Ra
w S
co
res
(S
tart
)
0
10
20
30
40
50
60
Ma
ths
Ra
w S
co
res
(E
nd
)
Class average Local average National average
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End of Reception – Scatter PlotE
nd
of Y
ea
r S
tan
da
rdis
ed
Ma
ths
Sco
re
Start of Year Standardised Total Score
25
30
35
40
45
50
55
60
65
70
75
25 30 35 40 45 50 55 60 65 70 75
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Attention Deficit HyperactivityDisorder (ADHD)
3 ADHD sub-types in the DSM-IV:
• Predominantly Inattentive sub-type
• Predominantly Hyperactive/Impulsive sub-type
• Combined sub-type
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Inattentive sub-scale
1. Makes careless mistakes2. Difficulty sustaining attention3. Does not seem to listen4. Does not follow through instructions, fails to finish
work5. Difficulty organising tasks and activities6. Reluctant to engage in tasks which require
sustained mental activity7. Loses equipment necessary for activity8. Distracted by extraneous stimuli9. Forgetful in daily activities
24
Hyperactive sub-scale
1. Fidgets with hands or feet or squirms in seat
2. Leaves seat in classroom or in other situations where remaining seated is expected
3. Runs about excessively in situations in which it is inappropriate
4. Difficulty in playing quietly
5. Often ‘on the go’ as if driven by a motor
6. Talks excessively
25
Impulsive sub-scale
1. Blurts out answers before questions have been completed
2. Has difficulty awaiting turn
3. Interrupts or intrudes on others e.g. pushes into conversations or games
26
Achievement: Reading
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
Start End Year 2 Year 4 Year 6
ES
Hyp/Imp
Combined
Inattentive
27
Achievement: Maths
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
Start End Year 2 Year 4 Year 6
Hyp/Imp
Combined
Inattentive
