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Interpreting and Using ePIPS(P3,5,7) Feedback Glasgow 13 th February 2013.

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Presentation on theme: "Interpreting and Using ePIPS(P3,5,7) Feedback Glasgow 13 th February 2013."— Presentation transcript:

1 Interpreting and Using ePIPS(P3,5,7) Feedback Glasgow 13 th February 2013

2 Session Overview ePIPS Assessment in years P3 P5 and P7 - What is in the assessment - Example questions Assessment Feedback Making the most of your Feedback

3 Adaptive Assessment Item difficulty of assessment items is determined in terms of age equivalence First assessment item is determined by the age of the child minus 2 years Subsequent assessment items are dependent on the child’s responses

4 ePIPS Assessment Available for P3, P5 and P7

5 ePIPS For children aged 5 to 11 Adaptive Modular Pupils operate their own computer Can be sat by a whole class at once Assessment once a year Assessment at a set time of the year Feedback available within 3 weeks

6 What is in the assessment? Reading - Word recognition, decoding, comprehension Maths -Number 1, number 2, measures shapes and space, data handling Developed Ability - Picture vocabulary, non verbal ability, attitudes

7 Reading  Word Recognition – Select the word spoken from a choice of five high or medium frequency words on the screen.  Word Decoding - Select the word spoken from a choice of five nonsense or unfamiliar words on the screen. Understanding of the way the English language works e.g. the sound ‘gh’ makes.  Comprehension – The pupil reads through a passage and, when given a choice of three words, must select the word that fits into the sentence most appropriately.

8  Numbers 1 – covers counting, informal arithmetic, partitioning and place value, fractions or decimals. Maths  Numbers 2 – sorting, patterns, formal arithmetic, problem solving and algebra.  Measures, Shape and Space – covers naming and describing common 2d and 3d shapes and their mathematical features.  Data – interpreting charts, tables and lists of data.

9  Picture Vocabulary – The pupil hears a word and selects the picture that best represents that word from a choice of five pictures on the screen. Developed Ability  Non-verbal ability – A pattern appears on the left hand side of the screen and the pupil must then find the corresponding pattern within a larger pattern on the right hand side of the screen. The pattern may have been translated in position but will not have been rotated or reflected.  Attitudes towards School, Reading and Maths.

10 Session timings Reading( minutes) General Maths( minutes) Developed Ability( minutes)

11 Feedback from ePIPS Assessment

12 ePIPS Scores Table Mean of 50 Context score is a weighted average of the picture vocab and non verbal ability scores giving an independent measure of a child's ability Prior is the previous Pips score. An established measure of ability.

13 GradePercentage A10% B15% C50% D15% E10% National Grades Grades

14 Value-added Scatter Plot n m l k j i h g f e d c b a Start of P1 Score Reading Negative value added Positive value added Context Score

15 Value Added – Are a pupil’s scores good bad or neither? Negative (- or --) Child has made less progress than expected Average (0) Child has made progress comparable with other children of that age and ability Positive (+ or ++) Child has made more progress than expected

16 ++ 10% + 15% - 15% -- 10% Scatter Graph using Context score Context Score Average 50% Have pupils achieved in line with their developed ability? Value added Percentage ++10% +15% 050% -15% --10% Maths Score

17 Scatter Graph using Prior score Have pupils progressed in line with other pupils who have taken another Pips test? Pupils who have made MORE progress. Pupils who have made LESS progress than others who have done the test again.

18 Attitudes

19 IDEAS + Free Excel based software to help you make more of your feedback

20 IDEAS + Group Grids Designed to help you explore the relationship between prior and concurrent value-added and how they can be used together to give more information about each pupil Probably on track before. Making excellent progress and are now further ahead Group Grids

21 Tracks the average score for a cohort or pupil over a number of years Averages can be shown for: Year Groups Boys/Girls Custom Groups Single points can be plotted for Individual pupils IDEAS + Longitudinal Tracking

22 Tracks the average score for a year group over several years Latitudinal Tracking


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