### What is in the assessment?

```Interpreting and
Using ePIPS(P3,5,7)
Feedback
Glasgow
13th February 2013
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
• 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
ePIPS
Assessment
Available for P3, P5
and P7
ePIPS
•
•
•
•
•
•
•
•
For children aged 5 to 11
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
What is in the assessment?
- Word recognition, decoding, comprehension
• Maths
- Number 1, number 2, measures shapes
and space, data handling
• Developed Ability
- Picture vocabulary, non verbal ability, attitudes
 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.
Maths
 Numbers 1 – covers counting, informal arithmetic, partitioning and place value,
fractions or decimals.
 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.
Developed Ability
 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.
 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.
Session timings
• General Maths
• Developed Ability
(20 - 25 minutes)
(20 - 25 minutes)
(20 - 25 minutes)
Feedback from
ePIPS
Assessment
Mean of 50
ePIPS Scores Table
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.
Percentage
A
10%
B
15%
C
50%
D
15%
E
10%
Scatter Plot
100
k
m
n
80
g
60
h
b
40
20
0
20
i
c
e
a
f
l
j
d
30
40
50
Start
of P1Score
Score
Context
60
70
80
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
Scatter Graph
using Context score
Maths Score
Have pupils achieved in line with their developed ability?
Context Score
Value
Percentage
++
10%
+
15%
0
50%
-
15%
--
10%
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
than others who have
done the test again.
Attitudes
IDEAS +
Free Excel based software to help you make more of your feedback
IDEAS +
Group Grids
Designed to help you explore the relationship between prior
and concurrent value-added and how they can be used
Probably on track
before. Making
excellent progress and
are now further ahead
Group Grids
IDEAS +
Longitudinal Tracking
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
Latitudinal Tracking
Tracks the average score for a year group over several years
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