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2015 PIPS Manual - The University of Western Australia

1. 2015 PIPS Manual Notes vivienne pepper uwa edu au CRICOS Provider Code 00126G
2. markedly shorter bar for one in om LE this case Maths indicates that this is an area for growth Richelle April iey 0 50 100 150 200 Standardised scores Maths ea Reading Phonics 2015 PIPS Manual First Feedback Box and Whisker Plot The box and whisker plot shows an overview of the whole class the spread of ability the strengths and areas for growth and any exceptional students 25 of students 25 of students fall inside the 1 fall inside the top bottom whisker_ 50 of students fall inside I the box I L m e e m m m L 4 The median middle score is represented by the line Things to do Look at how spread out your whole class is by e Compare the way your Reading and Maths plots examining the length of your box and whisker look You might see a greater spread of ability in plot A longer plot shows a greater range in ability one component or you might see that one plot is than a tightly bunched plot alingned more to the right hand side of the graph than the other indicating a whole class strength in Look at each part of your plot to see a more that component detailed picture of how your class is distributed For example a long top whisker would show that the top 25 of your class shows a large spread of ability Individual Sudene You can see the spread of sta
3. 55 60 You can see less progress than expected for students above the line 2015 PIPS Manual 53 IDEAS Introducing IDEAS IDEAS stands for Interactive Data Exploration and Analysis Software IDEAS allows you to explore and analyse your PIPS data in much greater detail The software allows you to work with your data in the ways most useful for you IDEAS has many functions You can analyse more detailed breakdowns of your scores compare results for groups of students and produce many customised charts and tables Downloading IDEAS You will need to download IDEAS after each round of assessment To begin working with IDEAS you will need to download your IDEAS data from AusPIPS To log on to AusPIPS use your School ID and Password available at the front of this manual Once you have logged on to AusPIPS follow these steps 1 Hover your mouse over the Results Analysis tab on the IDEAS main page 2 Select IDEAS by clicking the mouse 3 Click Download and save the file somewhere you will be able to find it later Running IDEAS The IDEAS software is an Excel Spreadsheet programmed with Macros and your school s data When you first open the program you may receive a security warning similar to the one below Security Warning Macros have been disabled Options You will need to click Options and choose to Enable Macros in order for the program to run 20
4. Date Time Instructions You may find it useful to record how a student approaches the questions in the assessment and any other observations Here are some items you may want to consider and can be noted as they occur against the relevant section of the assessment e Does the student hesitate before answering or does he or she answer confidently e Does the student realise when he or she makes an error and self corrects e What answer is provided when the response is incorrect Are there particular images that the student finds interesting e Does the student make other comments during the assessment Does the student read fluently or does he or she read word by word What strategies does the student use to solve unfamiliar words General Notes There are various factors which may influence a student s performance in the assessment You may want to record any of the following which may assist your interpretation of the PIPS feedback at a later date Factors to consider Your observations Wellbeing Is the student feeling unwell or distracted by an incident that may have occurred just prior to the test Test Conditions It is preferable for students to be tested in a suitable location without distractions In the event that an unexpected distrac tion occurs during testing for example a lawn mower outside the window it is preferable to stop and continue at another time If this is not possible it is recommended to re
5. Tables are sorted by total score as a default To change the way students are sorted double click on the heading you wish to sort by for example Last Name Working with IDEAS Showing a chart or table Generating a chart or table is as simple as clicking on the Chart Table toolbar The options you have for charts and tables are described below Tables Raw and standarized scores for reading maths and phonics Available for both start and end of year assessments Scatterplots ee Student growth and progress for reading and maths Available for end of year assessments only Box and Whisker Achievement in reading and maths Available for start of year assessments only Line Chart Progress for maths and reading Available for end of year assessments only Bar Chart Oo Achievement in reading maths and phonics O Oo Available for start of year assessments only oO The charts and tables you generate here will be familiar to you as they are the same as your standard PIPS feedback Simply click on your selected option next to the diagram and your chart or table will be generated The example below would generate a reading progress Scatterplot Scatterplots Maths progress 1 Reading progress gt 2015 PIPS Manual Working with IDEAS Filtering students By default any chart or table you open will display all students who took part in PIPS for the curren
6. To determine if data has been recorded for that student you will need to log on to AusPIPS and go to the Assessment Centre 1 Click the Select the status report 2 Check that students have completed the assessment The feedback have received is missing some students If you receive feedback that is missing students you need to check that they are present in your class 1 Log on to AusPIPS and go to the Assessment Centre 2 Select the status report 3 Check that students name is in the appropriate class If the student s name does not appear to have data the computer has no record of their details being entered Their details will have to be entered the student assessed and their data processed Feedback Information How do convert the raw scores to standardised scores This task is not necessary as the information is provided by CEM For students who score particularly low or high why does the scores table say below 25 or above 75 and not give their exact score No test gives a perfect score every time If the same child sat the test several times they may get several scores sometimes higher sometimes lower For students who score around the middle of the range a few points on the raw scores may move their standardised score at most a point each way e g for the total score a raw score of 100 matches a standardised score of 56 7 and 3 points either way
7. Final Feedback Line graph The line graph shows the number of items a student got correct at the beginning and end of the year as a growth line The line graph uses raw scores Things to do Check that the red line class average remains The steeper the line the more progress a student fairly parallel with the blue line state average has made This will indicate that your class is making Look for any lines that appear flat and see if you average progress whether the red line is above or can explain why this might be the case below the blue line If the red line is steeper than the blue your class is making greater than average progress If the red line is flatter than the blue your class is making less than average progress e Look for patterns and trends For example are those students that begin the year at the bottom of the class showing steeper lines than those who start in the middle This might indicate that your program is more effectively targetting those e Look at the individual student lines Ideally the students who need support but is not sufficiently lines would all show an upward trajectory extending the middle group The red class average remains quite parallel to the state average in The red class average this example It actually line indicates that this closes the gap a little class has started the This is a good result year on average below Take into account the the state average star
8. N or click on the balloon chosen 18 Maths 1 Do not provide concrete aids The student will only move on to Maths 1 if sufficient marks were scored in the Sums A section The student is asked to answer a series of addition and subtraction sums Click the Y or N button as appropriate 19 Sums B The student may use a pencil and paper Do not supply concrete aids The student will only move on to Sums B if sufficient marks were scored in the Sums A section This section contains more difficult material including sums that use formal mathematical symbols Record responses using the Y and N buttons In the question which asks the student to cover up half of all the bikes you may mark them as correct if they cover up half of all the bikes e g two bikes or half of each bike Optional Assessments Short Term Memory The student is shown a sequence of coloured circles that they are then asked to recall Click on the circle chosen by the student This section is not included in the total score nor is it used for calculating value added Behaviour This section is not used for calculating value added but it can guide your reflection In this section the teacher undertakes the assessment by rating each student on a scale in regards to their behaviour More information can be found on page 80 Attitude Only available at Final Assessment This sect
9. Performance Indicators in Primary Schools On Entry Baseline Assessment Administered by THE UNIVERSITY OF AA WESTERN AUSTRALIA PIPS ID Number AusPIPS Password Program Passkey Important For security purposes you will require your PIPS ID to identify yourself as a genuine PIPS user Introduction and Key Information Acknowledgements Welcome Whats New Top Tips for PIPS Users Key Information and Dates e For ACT public schools For ACT nongovernment schools For NSW schools For NT schools e For SA schools e For QLD schools For government TAS schools For nongovernment TAS schools e For VIC schools For WA schools PIPS Contact Information Setting up PIPS Implementing the Assessment N N N or Setting up for the first assessment Carrying out the first assessment Assessment items Considerations for the final assessment Understanding what the questions measure Familiarising with the program Frequently Asked Question AusPIPS Downloading feedback oO Managing your school record Feedback Information First Feedback Final Feedback IDEAS Working with IDEAS Advanced features of IDEAS Useful Resources 2015 PIPS Observation Sheets Notes N S for Acknowledgements Acknowledgements PIPS Australia thanks the following organisations for their contribution to the 2015 PIPS Manual e Centre for Evalua
10. STEP 5 Logging out After you have finished using AusPIPS you should log out of the secure site Move the cursor to the Administration tab on the top of the screen and use the drop down menu to select Logout On the next page click the link to Logout P ausPIPS Secure Website gt Administration Return Data Results Analysis Help Home Page Manage Contacts Workshops Student Listings a quicker and more reliable method of submitting PIPS data and obtaining Downloads lo the following Change Password ce via ausPIPS you will be immediately notified if there is a problem with Downloading feedback View and Print feedback Since 2009 we have not been posting copies of the feedback to schools Feedback is available via AusPIPS and will allow you to view and print as many coloured copies as your school requires Feedback from previous years is also available Feedback will be available from AusPIPS two weeks after the end of the submission period To download your school s feedback follow these instructions 1 Move the cursor to the Results Analysis tab on the top of the page Using the drop down menu navigate to Feedback 2 Decide on the academic year and whether it is the First Assessment Start or Final Assessment End feedback you want to view print and click on the appropriate command 2 ausPIPS a Secure Website gt Administration Return D
11. total standardised the Maths Reading and Total in order to obtain the standardised score Phonics scores scores raw scores standardised scores name phonics phonics total Kaylah 4 Under 40 31 Amarnii 0 Under 40 2 Bianca 9 44 33 Jayden 21 0 Under 0 34 Tarryn 14 1 48 39 Nikita 23 Under 40 1 Carter 26 48 42 Caitlyn 23 Under 40 42 Holly 4 Ryan 27 nder 40 42 Jasmine 23 54 43 Joshua 2 57 5 April 26 44 46 Connor 25 50 47 Daniel 34 42 47 Keeley 32 42 47 Ely 34 48 50 Mitchell 28 44 51 Cassie 37 Over 60 54 Georgia 30 57 55 Trisha 29 P 55 Richa 1 6 You might see some scores written as Over 75 and Under 25 for Reading and Maths They will say Over 60 and Under 40 for Phonics They are written this way because the scores fall more than two standard deviations from the mean see page 52 and this means we can t be as accurate when reporting these scores REMEMBER Tell the story of your data Most of the time you will see what you expect with PIPS scores However a student might get a low score if they feel ill or distracted on the day of the assessment If you see a surprisingly low score think about why it might have happened You may even wish to reassess that student check with your PIPS Co ordinator A surprisingly high score is more than likely genuine as long as you are conf
12. 2014 2015 PIPS Manual Top Tips for PIPS Users Read through these top tips 1 Refer to the Key Information and Dates page relevant for your school This page advises when you need to undertake the PIPS assessment and when your PIPS feedback will be available online Test students with PIPS in a suitable location without distractions Refer to the instructions on pages 32 33 of the PIPS manual whilst testing students Make a note of your Passkey when you receive it You ll need to use this throughout the assessment process A space is available on the inside cover of this manual Carefully single click the mouse to enter responses It is not possible to edit the response for a question after the assessment has been completed by the student Note If you mistakenly enter an incorrect response i e you clicked the Y button when you should have clicked the N button ensure that you click the Back an Item button to return to the previous screen and enter the correct response Refer to the section Feedback Information from page 42 onwards when your school receives its PIPS feedback These pages provide a step by step guide detailing how you should interpret the feedback using examples to explain what the feedback shows Further information detailing Frequently Asked Questions can be found in their relevant sections PIPS Manual 2015 Key Information and Dates Pages 8 21 contain information
13. Assessment and or Final Assessment at You can contact your PIPS Coordinator when you your school will be displayed You can also view or have a new student join after Term 2 print student lists from previous years and order the information accordingly by each heading Follow these instructions 1 Move the cursor to the Administration tab at the top of the page and use the drop down menu to select Student Listings 2 Select a year from the menu on the right hand side 3 Order the table by clicking on the headings 4 lf you wish to print ensure you are connected to a printer and highlight the table It is easiest to select the bottom right text and highlight upward to the top left hand corner Then right click and select Copy 5 Open Microsoft Word and in a new blank document right click and select Paste You should see the same table as that on the AusPIPS website 6 Click Print or if you are not connected to a printer first save a copy Then open the file up with another computer connected to a printer Once you have saved a copy you can also email the student lists to others NOTE If no dates are available this means the student did not undertake that particular assessment 2015 PIPS Manual Manage your PIPS contacts It is essential to keep your PIPS contact details up to date as any news or PIPS information will be emailed to this person AusPIPS allows schools
14. Chart Table toolbar indicated below 2015 PIPS Manual Advanced features of IDEAS End of Year Scores This table displays start and final raw and standardised scores plus attitudinal data without the value added component 7 3 Value Added Scatterplot This version of the Scatterplot displays the student progress against a different line to the traditional Scatterplot The line is displayed horizontally showing expected progress so you can more easily see the progress students have made against the line Students towards the top of the page have made the most progress and students at the bottom have made the least Students in line with the middle progess line have made progress as expected _ Taylor Kaleisha Whole group Brendan Hayden Dillon Standardised Reading Residual 25 30 35 40 45 50 55 60 65 70 75 Start of Year Standardised Total Score 2015 PIPS Manual Advanced features of IDEAS Spreadsheets and Group Reports Two different reports are generated under this heading The spreadsheet report not shown is purely your student data displayed in a normal spreadsheet format to allow you to sort and customise your data as desired There are two options when generating a spreadsheet and one style of group report Pupil data spreadsheet Individual student data with a row for each student Average spreadsheet Shows averages for the whole group check filters prior to
15. Dates for Who is my cohort SA Schools At present there are an insufficient number of SA students being assessed to allow for state based All SA schools administer PIPS through the PIPS standardisation All SA schools belong to the WAt Australia project at The University of Western cohort for data analysis This means that your Australia school will be standardised with WA schools and a small number of NT schools Term 1 Tuesday 27 January Friday 10 April Done Action mi Read the Manual and become familiar with the assessment Set up your class es When you receive this Manual and check student details Monday 2 February Friday Undertake Baseline First Assessment 13 February Monday 16 February to Friday ae Finalise data for any absent students 20 February Term 2 amp 3 You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 4 Monday 12 October Friday 11 December Done Action When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide Ee Monday 12 October Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students 2015 PIPS Manual 13 For QLD schools Key Information and Dates for 0 01010 K All QLD schools admi
16. Follow Up use the drop down menu to change the view Here we can see that Pip Pippington s assessment is part way completed This assessment has most likely been paused mid way through due to unforeseen circumstances Pip will need to finish her assessment as soon as possible Her classmates in Reception Class 1 have not been assessed Carley Carrot in Reception Class 2 has finished her assessment 2015 PIPS Manual Setting up for the first assessment Entering student information The best way to enter the student information is to import from a spreadsheet This saves you individually entering each students s details into the program Use the steps on the opposite page to set up a compatible spreadsheet for importing into PIPS online When you have created your spreadsheet Follow the steps below Import option Click here to import your file i AX CEMpius i manage pupil details Welcome to the Assessment Centre Please select the appropriate tab above The University of Durham as represented by Centre for Evaluation and Monitoring CEM 2014 StepA Using the browse button select the spreadsheet file from your computer Step B Select if the file contains column headers If you have set up the spreadsheet as advised choose Yes Step C Click Upload On the following page After the file has successfully uploaded the screen will allow you to match your Headers with the CEM
17. PIPS Assessment The stopping rules will determine when the test has reached an appropriate level of difficulty 2015 PIPS Manual Step 4 Additional Technical information In some situations your schools Internet access may be set up to block certain website for security reasons It is important the following web addresses are whitelisted or not blocked by firewall software https plus cem org http assessment cem org http d246muznrwz7r9 cloudfront net https primary cemcentre org https css cemcentre org Alternative PIPS Set Up Options For schools with extremely slow or unreliable internet connection there is a Dual Version of PIPS This version runs offline but connects to PIPS online intermittently For schools with no standard internet connection there is an Non Web version of PIPS It will still need to be downloaded to the computer being used and installed locally For more information on how to run these versions of PIPS please go to http www education uwa edu au pips current pips online We encourage all schools to use computers with an internet connection and access the Online version of PIPS 2015 Carrying out the first assessment Once the students have been imported or entered into e On occasion this button will not be available ie PIPS you are ready to begin assessing Here are if the program has moved on to the first question some things you should think about before you sta
18. Sums A Numbers Shapes Maths 1 Sums B Phonics Reapeating words Splitting 28 words Hearing sounds Section Items in section 2015 PIPS Manual Standardised scores We standardise scores so you can make comparisons across each part of the test If you were looking at raw scores you could see that a score of 30 means something very different for each of the sections For example 30 out of 197 for Reading 30 out of 32 for Phonics So that you can make comparisons between the test sections and more clearly see a student s strengths and areas for growth scores are standardised on a scale of 100 This means that a standardised score of 30 means the same thing whether you are looking at Reading Maths or Phonics standard E deviation 40 50 60 95 of students fall within 2 standard deviations of the mean Ss 2 5 of 2 5 of students fall students fall in this lowest in this highest section section The mean score of the standardised data is 50 and the standard deviation is 10 You can tell how far a student is away from the mean score by picturing their score on a graph like the one above A student with a score of less than 30 is in the lowest 2 3 of students in your cohort and a student with a score above 70 is in the highest 2 3 of students in your cohort Frequently Asked Questions What does the asterisk mean in the scores table This means that data for a particular student is missing
19. generating this table Group summary report shown Similar format to the Individual Pupil Report showing averages for the whole group check filters prior to generating this chart reading value added pe e e e e e e 6 a reading value added oe a 100 10 15 15 100 10 15 50 15 10 100 100 80 80 60 60 40 40 20 20 0 average average 0 2015 PIPS Manual Advanced features of IDEAS Box and Whisker Plot Mixed This option allows you to display a number of box and whisker plots on the same chart for easy cross comparison Select which information you wish to display as described on the previous page and then generate the chart Clicking on a student in this format quickly displays where they are positioned across all sections of the assessment as shown Zog 2a 538 oJ 335 253 58 0 gt o go 55 235 Sus 5 lt lt os 55 wi 2 5 5 Ze e222 ue gt oO JE 29 ca 2 ug 5 5 va 5 oa d ws 5 M 5e oJ gt lt 2 600 wW ee 22 oc ot 2 0 gt a ei 22 ao 23 0 no 5 te 2 2 52 5 25 30 35 40 45 50 55 60 65 70 75 Standardised Scores 2015 PIPS Manual 2015 PIPS Observation Sheet Page 1 Student Name
20. to manage their own records by adding deleting and editing their contacts You no longer need to email PIPS Australia to update these details All records can be updated at AusPIPS Eea ausPIPS Secure Website gt Administration Return Data Results Analysis Help Home Page Manage Contacts Workshops Student Listings a quicker and more reliable method of submitting PIPS data and obtaining Downloads lo the following Change Password pore bmitted via ausPIPS you will be immediately notified if there is a problem with To manage contacts use the Administration drop down menu and navigate to Manage Contacts From here schools can keep their records accurate and up to date Existing contacts can be edited and new contacts can be added K 2 69 ausPIPS Secure Website gt Administration Return Data Results Analysis Help P Add Contact Click the button belowto add a new Contact Bod Contaci You can update the Contacts for your school using this option ss ctact school edu au Acting Deputy To delete a contact select edit and use the following screen You should delete any contacts who have moved to another school are no longer involved with PIPS or are on extended leave i ausPIPS a Secure Website gt Administration Return Data Results Analysis Help Use the table below to update the Contact information you must click Update
21. with other countries states A preliminary analysis of students from the UK New Zealand Western Australia and the ACT who did the assessment in 2001 has been done Students from all countries states follow a similar trend This suggests that overall students from the UK NZ WA and the ACT find most of the assessment items as hard or as easy as each other though some differences do exist 2015 PIPS Manual First Feedback Results table The results table shows student scores sorted in ascending order of standardised total Things to do Have a look at the standardised Maths and Compare the standardised Maths and Reading Reading scores for each student Pay particular scores for each student Are the two scores attention to scores above 70 or below 30 similar A difference of five points or more indicates a strength in one area over the other This may be a result of what the student has been exposed to at home for example one parent may read to their child more often while another may play more number games Have 8 look at the standardised Phonics scores for each student Phonological Awareness is an important predictor of later reading Pay particular attention to scores below 40 Students are Raw scores are presented Standardised scores are presented in arranged in in this column The raw this column A formulae is applied to ascending order of total is obtained by adding the raw Maths Reading Phonics and
22. 15 PIPS Manual Toolbars The program is operated using two main toolbars You may reposition the toolbars on your screen so they are in the most convenient place for you The IDEAS Toolbar shown below is visible as soon as you open the program and is the starting place for all IDEAS tasks IDEAS Toolbar x SZ Filter Highlight Find Pupil 82 custom Groups Buk Chart Table Bring up Chart Table toolbar Filter Highlight Customise which data is shown and how it is colour coded Find Pupil Search for a student in your school or class Custom Build groups of students Groups whose results you wish to view together Bulk Generate reports for individual students included in a group The Chart Table toolbar shown below is used to generate feedback in the chosen formats The format will be familiar to you as they are quite similar to the Feedback you download from AusPIPS The benefits of IDEAS lie in the increased ability to interact with and customise your data Chart Table Selection Scatterplots Start scores Maths progress oes Reading progress End scores value added Maths progress Reading progress settings mo Sorting students You may customize the way tables are sorted using IDEAS You can sort by First Name Last Name and Score in ascending order
23. At present there are an insufficient number of NT students being assessed to allow for state based All NT schools administer PIPS through the PIPS Australia project at The University of Western Australia standardisation All NT schools belong to the WA cohort for data analysis This means that your school will be standardised with WA schools and a small number of SA schools Term 1 Tuesday 27 January Friday 3 April Done Action T Read the Manual and become familiar with the assessment Set up your class es When you receive this Manual and check student details Monday 2 February Friday Undertake Baseline First Assessment 13 February Monday 16 February to Friday ae Finalise data for any absent students 20 February You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Monday 5 October Friday 11 December Done Action When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide Monday 12 October Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 Finalise data for any absent students October IMPORTANT Please refer to page 21 for PIPS contact and further information 12 2015 PIPS Manual For SA schools Key Information and
24. Headers These should all match A sample of your uploaded file will also appear on screen Double check that the sample looks correct Click Next A final option is given to edit or remove any students Click next to finalise the import process 2015 PIPS Manual Setting up for the first assessment Step 1 Setting up the Import Document 1 The first step is to set up your spreadsheet There is a particular format for this sheet and a template is available at the PIPS Website http www education uwa edu au pips current Then enter the student information under each field name If any field name is missing or the order is incorrect you may have trouble getting your class set up and students ready to assess E a PON YANNA AO a 9 Ee ee 5 1 Classname Firstname Surname DOB Gender Studentcode EAL Yeargroup Country of Birth Indigenous SEN level CLD EBSD SPD CID Deaf 2 PrepA Adam Apple 05 Apr 01 M 23105001855 No Prep Australia Yes No 3 PrepA Bob Banana 02 Aug 01 M 23105001851 No Prep Australia No No Yes 4 PrepA Candy Carrot 12 May 01 F 23105001867 Yes Prep Singapore No No Yes 5 Prep A Donut 09 Oct 01 M 23105001871 No Prep Australia No Yes Yes Moderate Damien E EE Class Firstname Surname DOB Sex Studentcode EAL Year Group Country of Birth Indigenous SEN level CLD EBSD SPD CID Deaf Description Class name Student first name Student last name Date of birth Gender of student Student code En
25. If you are a new user you should also read by reading pages 32 33 of the PIPS Manual pages 5 8 21 29 34 Check that the computer your intend to use for the final assessment 1 is in proper working order e Check that sound is working on your computer 2 has student data from the First Assessment Within the Assessment Centre select Status Reports and choose Baseline from the Phase menu to confirm students have initial data recorded 2015 PIPS Manual Frequently asked questions Frequently Asked Questions Assessment Queries Is PIPS designed for any curriculum framework No PIPS is not designed for any curriculum framework PIPS tests what students arrive at school with and what they gain during the year in terms of Reading Maths and Phonological Awareness PIPS is currently used in Australia the UK the Netherlands Scotland and New Zealand It does not test against local curriculum objectives Could an interim test be done mid year to give earlier feedback on progress By Nov Dec there is little time to act on results There is no technical reason why you couldn t do the second assessment in the mid year However there are consequences The value added would be reduced and you would not be able to compare your students performance with the larger data set You would also not be able to re test the students at the end of the year The assessment program is designed to ass
26. NSW schools Key Information and Dates for Who is my cohort NSW Schools All NSW schools belong to the NSW cohort for data analysis This means that your school will be All NSW schools administer PIPS through the standardised with NSW schools participating in PIPS Australia project at The University of Western PIPS Australia Term 1 Wednesday 28 January Thursday 2 April Done Action Read the Manual and become familiar with the assessment Set up your class es When you receive this Manual and check student details Monday 2 Febru ry Friday Undertake Baseline First Assessment 13 February E Monday 16 February to Friday 20 February Finalise data for any absent students You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Tuesday 6 October Wednesday 16 December Done Action When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide o Monday 12 Octob r Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students IMPORTANT Please refer to page 21 for PIPS contact and further information 2015 PIPS Manual 11 For NT schools Key Information and Dates for Who is my cohort NT Schools eee
27. PIPS Manual Final Feedback Scatterplot continued Things to do Look at the general location of your class Usually students will be equally distributed above and below the line of best fit If most students sit below the blue line you can see that your class has made less progress than expected on the whole If most students sit above the blue line you can see that your whole class has made more progress than expected on the whole If there is a pattern of students who scored high standardised totals at the First Assessment and did not make as much progress as expected then it may mean that the extension strategies implemented at the beginning of the year were not as effective as expected You can see more progress than expected for students above the line End of Year Standardised Reading Score 25 30 35 40 45 Nov 07 Start Of Year Standardised Total Score Likewise if there is a pattern of students who scored low standardised total at the First Assessment and did not make as much progress as expected then it may mean that intervention strategies implemented at the beginning of the year were not as effective as expected Look at the box and whisker plots and how they have changed from the first test to the final test compare the length of the whiskers to see if your teaching is equally effective across the whole class You can see progress as expected for students on or close to the blue line
28. Unless stated otherwise you will need to use only the left hand button of your mouse Normally you need only click the mouse Current Internet Explorer Firefox or Chrome If you do not have this contact your local IT support 1 Open Internet Explorer on your computer Note you do not need to be connected to the Internet to do so 2 Choose Help 3 Choose About Internet Explorer 2015 PIPS Manual once that is press the left hand button once If you have to double click then press the left hand button twice in quick succession Tip Computer running speed When using the assessment try not to have any other software programs open at the same time as your computer will devote resources to the function of the other program which may depending on the capability of the computer affect the running of PIPS To access PIPS 2015 online you will need Log in to AusPIPS using your ID and password found on the inside cover of the manual 1 Hover over the Administration tab and select Assessment Centre ausPIPS Secure Website Administration Return Data Results Analysis Help Home Page Manage Canta Renee Squicker and re reliable method of submitting PIPS data and obtaining the following Change Password 5 bmitted via ausPIPS you will be immediately notified if there is a problem with sre is no risk Logout of data not reaching the required destination or
29. ares are things don t dream about 7 Walking to school No help to be given Put your coat and shoes on It s time to walk to school Notes called Mrs Mack Two minutes later Emma was ready to leave Outside the sun was shining and everyone looked happy As Emma and Mrs Mack were walking along the street they met Yasir and his mum Yasir was wearing a new brown coat Emma thought it looked very smart They stopped at the shop for Emma and Yasir to buy apples to eat at playtime After saying goodbye to Mr Brown the shopkeeper they carried on walking to school Cats No help to be given Cats have been kept as pets for hundreds of years Notes Pet cats do not normally have to hunt for their food but they still like to look for mice Cats are active playful creatures They can run quickly and are very good at leaping up onto fences trees and other high places Sometimes they can get stuck on top of houses sheds or trees and require help to get back down After playing climbing and running around cats need to rest They like to find somewhere comfortable to rest and they go to sleep for about 16 hours every day which is a long time Please continue on the next page for maths items 2015 PIPS Manual PIPS 2015 Observation Sheet Page 4 Maths Assessment Ealry maths Notes Ideas about maths Notes Counting How many apples are here 4 O How many apples were there 4 O Ho
30. assword you can request a password reminder to be emailed to you directly You will need to provide your school s name address and PIPS ID for verification Copyright 2009 Centre for Evaluation and Monitoring is part of ersit 5 x 2 If you do not know or cannot remember your password please email your PIPS Contact and request a password reminder to be emailed to you For verification you will need to provide e PIPSID School name School address When you have logged in successfully you will see your school name and PIPS ID as a greeting near the top of the page STEP 3 Navigating through AusPIPS To use the various features on the website click on the drop down menu relevant to the task you want to complete from the list of four across the top of the page gt a ausPIPS Secure Website gt Administration Return Data Results Analysis Help Welcome to ausPIPS a quicker and more reliable method of submitting PIPS data and obtaining feedback results STEP 4 Understanding the AusPIPS Log The AusPIPS Tracking Log is always available at the bottom of the homepage This gives you the history of actions taken at AusPIPS by your school or by CEM to analyse the data or produce feedback reports Recent tracking information for your school is given below 07 11 11 File Uploaded 11 03 11 File Uploaded 11 03 11 Contact Details Changed 09 11 10 File Uploaded 08 03 10 File Uploaded
31. ata Results Analysis Help Tie Compnriood chris Copies of your existing paper feedback can be viewed by clicking on the appropriate button in the table below For more information see the Frequently Asked Questions section on Results and the Downloag En Start PIPS Start Feedback End PIPS End Feedback 3 A pop up box will now give you the choice to either Open or Save the feedback pdf file It is recommended to Save the file in a safe location ie the C drive or on a USB drive so further copies can be printed later if needed 4 When the download has completed open the file This will open up a new window displaying your feedback If you wish to print ensure you are connected to a printer Then click the Print button 5 If you are not connected to a printer transfer the copy that you have just saved to a computer that is connected to a printer Once you have saved a copy you can also email the feedback to others as an attachment 2015 PIPS Manual 39 Managing your school record View and print student listings Transfer students from another school This feature allows you to view and print the list of More information will be provided during the year on students who undertook the PIPS assessment at how to include a Transferred Student into your class your school A summary of the student names their for PIPS testing class name year group and the date they completed the First
32. be six points lower and the younger students six points higher on age corrected scores Please refer to page 55 fora further explanation on this topic Frequently asked questions What about gifted students It is possible that some students may answer all questions correctly in a given section or possibly in All assessments have a ceiling What can be the whole assessment though this is very rare controlled is how many reach that ceiling At present there is no additional extension material To give an example of how few do reach the Therefore if a student scores maximum marks on ceiling in 2013 out of 19 995 students who their First Assessment they will be asked very few undertook the First Assessment in Australia questions in their Final Assessment and their score will increase only minimally Their value added may also be negative not because no progress has been made but because the student has hit a ceiling in the test only 97 reached the Cats section at all with 5 gaining full marks Can assess my ESL students twice once using an interpreter and once without Yes this can be done provided the following steps are taken e Notify your PIPS Contact e You will need to enter the student s details twice and the second entry must have a 2 after both the first name and surname ie Vivienne2Pepper2 so you can distinguish which assessment contains data using an interpreter For the Final Ass
33. cord such distractions Reading Assessment Handwriting PV Bedroom 5E chair tree loud bah oh Notes PV Kitchen aren 7 o o S So Notes PV Country O windmill O turtle O padlock O toadstool PV Toy Shop O yacht D jewellery E cosmetes S S Please continue on the next page 2015 PIPS Manual PIPS 2015 Observation Sheet Page 2 IAR Classroom Notes IAR Book O wordonthe page C letter of alphabet O start to read O captial letter O full stop O sentence starts O sentenceends Notes Repeating Words Notes Splitting words Notes Hearing Sounds O fragglesocks O pommysumpt O quintbop findal O gooberjulla Notes a iB fe Je Km mo fo fe fe dls tf v w bk v k Notes rabbit Notes Story 1 Read any words the student can t The dog has got a red ball 7 He likes to play on the grass with it 9 Playing makes him sleep 4 Story 2 No help to be given The cat went for a walk She was hungry and wanted to look for some food 16 There were lots of shops One had a fish in the window 12 She always goes home at night 6 Please continue on the next page 2015 PIPS Manual 67 2015 PIPS Observation Sheet Page 3 Sentences No help to be given Quite a few dogs enjoy playing football 7 Notes Stories can be good fun to read 7 Sometimes the grass which eat tastes awful 8 Nightm
34. ctive to interpret these results in a useful manner Will showing results to parents serve a positive purpose in the education of the student 1 4 Confidentiality must always be a top priority when working with PIPS results REMEMBER PIPS is first and foremost a tool to help the classroom teacher plan to cater for individual student needs Results are designed for use by classroom teachers with the skill and knowledge to interpret them in a useful way It is not standard practice to share any PIPS results with parents and the usefullness of doing so should be considered carefully 2015 PIPS Manual Bulk Reports IDEAS has a Bulk function which allows you to generate an individual chart or table for every student with PIPS data For example you may wish to generate an Individual Student profile for every student in your class Follow the step by step instructions below 1 Apply the necessary filters to your students An individual chart will be created for all students included in your filter settings 2 Generate the chart or table you wish to use for your Bulk function operation You can create bulk reports for any chart or table including the Individual Student Profile Click the Bulk button 3 The program will now run and generate a new sheet for each student Move between sheets by clicking the tabs at the bottom of the spreadsheet 4 You may choose to print off the individ
35. dent can hear the instructions clearly If the sound is suitable click Start to begin the assessment What happens now The computer program will now guide the student through the assessment e You may also find it useful to make notes during the assessment on the PIPS Observation Sheets for Reading and Maths provided with the Manual Refer pages 66 69 e At the end of the assessment you will be returned Tip to the Assessment Centre page ready to begin load Depending how many students and e If it is difficult to find a quiet area to do the test the j 0 Ing So 2 student being assessed may wear headphones to how much data you have already collected hear the audio clearly this may take up to 30 seconds to process Don t worry if it seems like a while PIPS is preparing the assessment 2015 PIPS Manual Assessment items Instructions for each section of the assessment You should have these instructions with you when you are administering the assessment 1 Handwriting A piece of paper and pencil is required Ask the student to write their full name on a piece of paper not copying from an example Assess the quality of the student s writing and assign a score between 0 and 5 by clicking on the appropriate box Score 0 if no attempt is made to write their name or if marks that are made are unrecognizable as writing Score 1 if there is an attempt to imitate print although mos
36. dertake Final Assessment 2015 PIPS Manual For ACT public schools ee l ee Who do I contact Additional Instructions For questions relating to software installation contact IT ServiceDesk ed act edu au or Tel 6207 9000 1 Log on using your own login and password details You can access PIPS online via AusPIPS 2 Your PIPS school code is your school s 7 digit PIPS ID For questions relating to all other PIPS issues contact Performance and Systems on Tel 6205 9016 Fax 6205 8353 3 Individual student details in PIPS Student code You must enter the 6 to 8 digit Maze ID so that students can be tracked This can be obtained through your front office staff ESL Tick this option if the student is ESL All ESL students should be identified A list of ESL students can be obtained from your ESL teacher or the student s enrolment form Additional Information The ACT Education and Training Directorate requires all ACT public schools to assess kindergarten students using the Performance Indicators in Primary Schools PIPS at the l l l l l l l beginning and the end of each year l Indigenous Select Yes if the student is an Aboriginal for distribution to parents of all kindergarden l l l l l l oll or Torres Strait Islander T
37. e graph chart or table Anonymity has three options Show all names displays students names on the graph chart or table Hide all names displays the average for the selected group on the graph chart or table Show specified pupil only displays both the student names and the average on the graph chart or table Line charts has two options Include national lines displays a line showing average progress nationally Include local line displays a line showing a local average progress If your school is part of a consortium your local average will be the average of the consortium If your school is not in a consortium then the local average will be the average of all schools not assigned to consortia nationally Working with IDEAS Data range on graphs has three options Most PIPS graphs are plotted with an x axis ranging from 25 to 75 If you wish pupils whose scores fall outside of this range to appear on the graph the axis must be changed 25 75 the default display 10 90 will display most students that fall out of the normal range Custom allows you to choose a specific x axis range Special settings additional options This option allows for a number of extra features in IDEAS Show additional charts graphs and tables is an option for those who wish to examine the data in more detail This option enables a number of new charts graphs and tables These are explained in more detail in t
38. e student made much less progress than expected given their starting point Things to do Share the feedback with the teachers who will take the students next year Of the three different areas assessed in PIPS Reading Maths and Phonics the most reliable is Reading It is the most powerful indicator of later achievement and is the one to look at first The Phonics section can also provide useful information Students who gain a low score in this section especially in comparison with their scores on the other two sections may be monitored as this result can be a flag for speech and hearing problems It is recommended that students whose standardised score on Phonics is below 40 be assessed again perhaps using an alternative assessment of phonological awareness The Final Feedback contains the value added calculations and so it is this feedback that schools may find most useful Given that this feedback is available to schools near the time when students are finishing their year and moving to a new teacher it is important that feedback be communicated to the subsequent teacher Think about students who might need additional support The identification of special educational needs always involves several people with more than one assessment available to them The information available from the PIPS On Entry Baseline Assessment is one piece of information In most cases special educational needs are best identified by co
39. e tested if your school has no formal Preparatory year Students will be standardised with the appropriate cohort based on the year group you select when entering student details 2015 PIPS Manual For government TAS schools Key Information and Dates for Government TAS Schools Term 1 Wednesday 4 February Thursday 2 April When you receive this Manual Prior to assessment To be advised by your EPS Term 2 and 3 No action required Read the Manual and cover letter provided to your principal and become familiar with the assessment Follow instructions provided by email to your principal by Educational Performance Services which include steps to prepare for the assessment Undertake Baseline First Assessment Please inform EPS if your school has any student assessments not completed Term 4 Monday 12 October Thursday 17 December When the term commences Monday 19 October Friday 6 November Monday 9 November Friday 13 November 16 2015 PIPS Manual Follow instructions provided by email to your principal by Educational Performance Services which include steps to prepare for the assessment Undertake Final Assessment Please inform EPS if your school has any student assessments not completed For government TAS schools Who do I contact when the Manual refers to your PIPS Contact Educational Performance Services Tel 03 6165 5706 Fax 03 6233 7299 Email pips education tas
40. enerate a Pupil Report 2015 PIPS Manual Working with IDEAS Generating a Pupil Report In order to generate a Pupil Report 1 After bringing up the Pupil Information chart click on the button at the bottom of the box which reads Pupil Report 2 The following screen will be generated showing a table of student scores and charts tracking individual progress against the class average Start scores ian End scores 797 Start scores 4 47 3 z E 2 as a T x group averages End scores 457 1101 Standardised End Scores 30 30 __ ________ 25 25 maths reading phonics total maths reading phonics total Pupil Group average s Pupil Group average Caution Using reports 1 Think about the uses for your student data Individual student reports make useful records in individual files 1 Unlike other PIPS data where class results should not be made available to parents you may consider sharing 1 individual Pupil Reports We would suggest this should only ever be done in a parent teacher conference as parents need to be offered support to interpret results I Before deciding to show results to parents make sure you consider the following What do wish to achieve by making this information available to parents Will the parents have the tools and perspe
41. ess progress over the school year It is the role of the next teacher to act on the results Therefore we do not advise a mid year assessment Can PIPS measure the time response of each student No Teachers can note which questions or sections the student takes longer with and can also time how long they take to complete the assessment Does PIPS record the number of times the Replay Audio button is used No Again this is something the teacher can note What about Letter Land In the letter identification section accept only the name or sound of a letter as correct Letter Land responses are not acceptable nor is prompting the child with Letter Land examples e g What sound does Sammy the snake make Can the Attitude section be used in the Baseline Assessment No this section can only be accessed once the Final Assessment has been completed This assessment section is designed to assess students once they have the full year to develop their attitude to school and the school environment Given that the results from the Attitude section are available at the end of the year when students are finishing with one teacher and moving to another 2015 PIPS Manual it would be beneficial if the Attitude results and indeed all the PIPS results were communicated to the teacher in the following year That way you can make suggestions about what the child may need Anothe
42. essment the student must be assessed twice once with and once without the interpreter This will enable value added to be calculated for both assessments Can PIPS distinguish between fluent readers and word readers No PIPS cannot do this However this is something teachers can note down as they administer the assessment What if get a new student after the PIPS First Assessment testing period Refer to the Key Information and Dates on pages 8 20 for your state There will be information on what action you can take in regards to the First Assessment testing depending on which term it is The same is applicable for transferred students 2015 PIPS Manual You can view the feedback for your school including comparison charts for the current year and those from previous years Feedback can be downloaded or printed then distributed to other teachers involved with PIPS at your school You can view and print the list of students who undertook the assessment at your school including those from previous years You can log onto AusPIPS to manage your school s details and update your contacts as well as register for any upcoming workshops You should familiarise yourself with AusPIPS prior to the First Assessment at the start of the year This will ensure that you are well prepared to use the different features In order to enter the AusPIPS website you will require your school s PIPS ID Number and a unique pas
43. for the Category you wish to edit the colours for 3 Select the new colour from the palette that appears You can adjust the saturation using the slider or enter RGB values to generate a specific colour 4 Now generate your chart or table as normal and you will see the groups in the colours you have selected Working with IDEAS Individual student profiles IDEAS allows you to view profiles of individual students so you can obtain detailed information about a student in your class at the click of a button The first type of student information you can generate is Pupil Information This chart gives you an overview of the student s raw and standardised scores 1 When you identify a student you wish to view information for in a table or chart double click on the student s name in a table or the dot line which represents them in a chart 2 The following small chart will display on the screen showing individualised information on the student you have selected Pupil information Andrew Start scores Maths raw 34 Reading raw 37 Phonics raw 9 Total raw 78 End scores Maths raw 40 Reading raw 157 Phonics raw 17 Total raw 197 alue Added Maths Reading Custom group editing Custom groups Current subgroup Add new group 3 This chart may provide you with all information you want but if you wish to see more detailed individual student charts you can choose to g
44. for the changes to be saved to the database Title Mrs FirstName Andrea Last Name Woll Email Address awoll school edu au Position Teacher JfUpdate 6 J Managing your school record Change your password AusPIPS allows you to change your log in password to something easier to remember than the randomly generated password There is space on the inside cover of this manual for the new password to be recorded Hover your mouse over the Administration tab and select Change password 2015 PIPS Manual 41 Feedback Information Understanding PIPS feedback PIPS testing produces two rounds of feedback one at the beginning of the year and one at the end All feedback is available online only and it is each school s responsibility to log onto AusPIPS and download both sets of feedback see page 39 How are the scores presented Scores are presented in raw and standardised formats It is important to know the difference between and the reason behind the different types of scores Raw scores The raw score is the actual number of items that the student answered correctly The PIPS assessment is broken up in the following way Maximum raw score Reading Handwriting PV Bedroom 197 PV Kitchen PV Country PV Toyshop IAR Reading and Book Letters Words 1 2 Story 1 2 Sentences Walking to School Cats Maths Early Maths Ideas about 74 maths Counting
45. formation Who do contact in regards to PIPS matters Vivienne Pepper PIPS Project Coordinator The University of Western Australia Telephone 08 6488 2859 Please allow for the time difference in WA when calling Email vivienne pepper uwa edu au Web http Awww education uwa edu au pips Postal Address Vivienne Pepper PIPS Australia Project Graduate School of Education The University of Western Australia M428 35 Stirling Highway Nedlands WA 6009 REMEMBER Notify change of School PIPS Contact Emails are sent throughout the year to the PIPS Contact as nominated by your school on the 2015 PIPS Agreement to Participate Form These emails remind your school to commence the PIPS First and Final assessments and any other important information Please ensure that your school advises any changes to your PIPS contact s details immediately 2015 PIPS Manual Using Your Computer Tips for PIPS 2015 What do need to know about computers You need basic familiarity with computers to set up PIPS If you are having trouble handy hints appear in Tip Boxes throughout the manual The manual is also designed to provide common trouble shooting tips that you might need presented on the pages you may need them as you work through the instructions Minimum Specifications Your computer is likely to meet specifications if it is less than 5 years old If in doubt consider the following Specif
46. getting damaged 10 have completed a Baseline First Assessment at another school irst and Final Assessm s l 29 10 14 File 29 10 14 File 5 03 03 14 File uploade 03 03 14 File Uploaded 2 Choose PIPS Baseline 2015 from the menu on the following page Click OK 3 This is the new Assessment Centre Hub where you will set up your classes carry out the PIPS assessment and manage student details Welcome to the Assessment Centre Please select the appropriate tab above 23 Setting up PIPS Taking your first look at PIPS 2015 With some major changes to PIPS in 2015 it is important to familiarise yourself with the program before you start The layout of the new Assessment Centre is different to previous versions of PIPS and has been streamlined to be easier for users Most features are self explanatory however others may need special attention While most selections need a single click of the mouse some will require you to click your selection then click again to confirm Editing students details or moving students will require user to select then click a second time Carry Out Assessments This is where the PIPS program is located Click here to begin assessing your students after setting up your student database Welcome to th Assessment Centre Please select the appropriate tab above Status Reports Use this option to check which students have been assessed Impor
47. give standardised scores of 55 7 and 57 6 However if a student has a very high or low score a few points either way could make quite a big difference to the standardised scores For example a raw score of 239 corresponds to a standardised score of 81 and 3 points either way gives standardised scores of 79 7 and 83 6 a bigger range So over 75 and below 25 are used as a way of not implying more accuracy than is possible REMEMBER PIPS is first and foremost a tool to help the classroom teacher plan to cater for individual student needs Results are designed for use by classroom teachers with the skills and knowledge to interpret them in a useful way It is not standard practice to share any PIPS results with parents and the usefulness of doing so should be considered carefully 2015 PIPS Manual Feedback Information Where does the Phonics score come from Children can score very low on Letter Identification but still receive a high Phonics score The Phonics section is comprised of the three sections Repeating Words Splitting Words Hearing Sounds The items have been grouped so that the Letters component is part of Reading not Phonics and therefore does not affect the Phonics score The Phonics section of the test refers to items testing the ability to hear and process the sounds of language rather than the ability to identify or interpret letters and letter combinations Why is no box and wh
48. give the letter or sound name is a good predictor of later attainment Words 1 5 items Measures reading and word attack skills It becomes more difficult with Words 2 5 items harder distractors e g second letters are the same Story 1 20 items Includes words that are common to most reading schemes those Story 2 34 items identified as sight reading words for kindergarten as well as phonic blends learned in spelling Sentences 29 items Assesses word recognition and decoding skills Comprehension Students make meaning from text by choosing the appropriate words Walking to school 18 items to complete a passage Cats is an extension item for those students Cats 18 items who reached the ceiling of Walking to school Items that contribute to the MATHS score Early Maths 5 items These screens indicate a student s general knowledge of ideas about Ideas About Maths 7 items maths including concepts of size and location Counting 4 items Assesses counting ability Research shows that counting over 7 does not add to the prediction of later ability Sums A 8 items Assesses ability to solve simple number problems Numbers 21 items Assesses digit identification using single double and triple digits Shapes 5 items Identifies a student s basic knowledge of 2D shapes Maths 1 8 items Assesses more advanced mathematical skills using more formal Sums B 16 items means of presentation Short term memory 10 items Assesses short te
49. glish as an additional language Year group Country of birth Indigenous status Special educational needs Cognitive and learning difficulties Emotional behavioural and social difficulties Sensory and physical difficulties Communication and interaction difficulties Degree of deafness Specifications Max 25 characters including spaces Max 25 characters including spaces Max 25 characters including spaces DD MMM YY i e 01 Feb 05 MorF Max 25 characters including spaces Yes or No Pre Primary Max 25 characters including spaces Yes or No Yes or No Yes or No Yes or No Yes or No Yes or No Mild moderate or severe Once all the information has been entered click File from the top left hand corner select Save As In the field marked Save as type select CSV Comma delimited csv and give the spreadsheet a filename beginning with Pips the click Save Click OK and or Yes on any message boxes that appear Your Import Document is now ready to go 2015 PIPS Manual Comments Compulsory field Compulsory field Compulsory field Compulsory field Compulsory field Compulsory field for Tas 11 digits and ACT 6 8 digits Optional field Compulsory field Optional field Optional field Optional field Optional field Optional field Optional field Optional field Optional field Setting up for the first assessment Step 3 Editting Adding individual student
50. gov au 2015 PIPS Manual For non government TAS schools Key Information and Dates for Nongovernment TAS Schools Nongovernment TAS schools administer PIPS through the PIPS Australia project at The University of Western Australia Term 1 Thursday 5 February Thursday 2 April Done Action Read the Manual and become familiar with the assessment Set up your When you receive this Manual class es and check student details Monday 9 February Friday 20 Undertake Baseline First Assessment February Monday 23 February to be received in WA by Friday 27 Finalise data for any absent students February T erm 2 and 3 No action required Term 4 Monday 12 October Friday 18 December Done Action When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide D Monday 12 October Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students ee M Who is my cohort WARNING All TAS schools belong to the TAS cohort for I School Code If you do not have a school code data analysis This means that your school will please enter 123 be standardised with TAS schools participating in PIPS l Student Code If you do not have student codes please enter 00000000001 00000000002 00000000003 etc for each
51. han English the student answers in their own language for Stopping rules j all sections with three exceptions They are the e The computer program continually monitors Picture Vocabulary Repeating Words and responses and adjusts the assessment Rhyming Words sections For these sections accordingly If a student gives a series of incorrect the question should be asked in the student s answers the program will move the assessment preferred language but the actual item and the onto another section student s response must be in English Refer to e The assessment gets progressively more difficult page 37 so that more capable students are given access Assessing new students after the First to sections that are not available to less capable Assessment period students In this way the program tailors the assessment to the level of each individual student Refer to the pages 8 21 Key Information and Dates to see if it is appropriate for your school to Yes and No buttons assess the new student On most of the assessment screens the student s response may be recorded by clicking on the Y or N button e The N button is used to record incorrect responses N is used to avoid those students who are readers being able to read the word Wrong Back an Item Button e If you click on the wrong button or if the student changes his her mind use the Back an Item b
52. hat your school will Non government ACT schools administer PIPS through be standardised with ACT schools participating in the PIPS Australia project at The University of Western PIPS Australia Term 1 Monday 2 February Friday 10 April When you receive this Manual Read the Manual and become familiar with the assessment Set up your class es and check student details Monday 16 February Friday Undertake Baseline First Assessment 27 February 2 Marchito Friday 6 Finalise data for any absent students 1 arc You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Monday 12 October Friday 18 December Done Action When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide o Monday 19 October Friday Undertake Final Assessment 30 October Monday 2 November to Friday 6 Finalise data for any absent students November IMPORTANT WARNING i Please refer to page 21 for PIPS contact I School Code If you do not have a school code please enter and further information I 1234567 l Student Code If you do not have student codes please enter I 000001 000002 000003 etc for each student This code must be between 6 8 digits l 10 2015 PIPS Manual For
53. he next few pages Group highlighted pupils creates a group containing students that have been highlighted on a table and displays them together Whiskers include all pupils on box and whisker plots is ticked by default It means that on the box and whisker plot the whiskers extend to all students on the plot The alternative is to let the box and whisker plot indicate outlying students those whose scores differ significantly from the majority by a small cross On feedback obtained from AusPIPS the outliers are shown as a default 2015 PIPS Manual Advanced features of IDEAS Enabling additional charts and tables These additional charts are designed to give you alternative views of your information and to make your data even more customisable The types of charts and tables you will see are summarised below Additional instructions to interpret your data are presented over the next few pages Tables End Scores shows the end scores in a similar format to start scores with the addition of the attitudinal data Scatterplots Maths and Reading Value Added show value added information in a format that makes it easier to see student progress Spreadsheets Allows the user to create unformatted spreadsheets for later analysis Box and Whisker This allows the comparison of a number of box and whisker plots on the same chart Plots Mixed You customise the plots by selecting them from the Settings section of the
54. his is extremely students important as it is used to support Indigenous students This information can be found on the student s enrolment form Parents who do not wish their children to participate in the assessment program have the option to withdraw them following discussions with the school principal Schools will receive whole school class and individual student data to be used by teachers to inform their teaching program to assist in the identification of students requiring more intensive intervention facilitating home school partnerships setting goals for individual students An individual PIPS report for each student will be printed and distributed to schools by the Directorate An Information Brochure will be sent out to schools k The individual student results must be kept confidential at all times and securely filed and may not be reported in any form other than to parents and carers Who is my cohort All ACT schools belong to the ACT cohort for data analysis This means that your school will be standardised with ACT schools participating in PIPS 2015 PIPS Manual For ACT non government schools Key Information and Dates for Who is my cohort Nongovernment ACT Schools All ACT schools belong to the ACT cohort for data analysis This means t
55. ications How to check Computer uses This information will be either Windows 8 7 displayed as one of the Windows98 2000 or XP screens when you start the computer Alternatively right click the My Computer icon from your desktop and choose Properties Right click the My Computer icon from MAC OS X v10 6 and above PC Compatible 486 or better Pentium recommended your desktop and choose Properties 8 megabytes RAM As above 12MB recommended Uninstalling previous versions of PIPS 1 Use your mouse to click on the Start button usually located in the bottom left corner of your screen 2 Click on Control Panel and in the menu that appears click Add or Remove Programs or Programs and Features for Win7 users 3 Alist of all the programs installed on your computer will appear Find any instances of PIPS software and click Change Remove or Uninstall 4 Click OK 5 The computer might ask you if you wish to delete shared files Choose No 6 The computer will uninstall your software and you will be prompted to click Finish Once you have unistalled all previous versions of PIPS you are ready to run PIPS 2015 WARNING We advise removing any previous versions of PIPS before setting up PIPS 2015 This will help keep your computer clean and tidy of unnecessary programs 1 Tip Using the mouse
56. ident that the student was not aided during the assessment 2015 PIPS Manual First Feedback Baseline Bar Chart The baseline bar chart shows a visual representation of strengths and areas for growth in your class Things to do Have a look at the way students are ordered s Pay attention to the Phonics box It should be a down the page They run in ascending order similar length to the Reading and Maths box If a of combined standardised Reading and Maths student has a high Maths or Reading score and scores a low Phonics score this may indicate speech hearing or processing problems You may wish to gather some more information on this student in this instance e Itis easy to compare strength in Maths and Reading using this chart Most students will have similar scores in each but you might see some students with a clear strength in Maths or Reading The total of the Maths and Reading increase down the page meaning the strongest students will appear at the bottom of the chart Carter Jasmine Nikita Joshua Students with a long Reading bar will usually have a Phonics bar of a similar length If the Phonics bar is shorter you may wish to monitor this student for other signs of hearing or processing difficulties Holly Caitlyn Notice differences a between Maths and Reading scores These bars will usually be of a similar length A oo
57. ion is not used for calculating value added but it can provide some useful information In this section the student is asked how much they enjoy a number of activities associated with school They report this by pointing to a happy neutral or sad face on the screen Click the face that the student selects 2015 PIPS Manual Understanding what the questions measure Items that contribute to the READING score Handwriting 1 item Measures quality of a child s writing evenness correct letters and appropriate use of capital letters incorporating use of fine motor skills Picture Vocabulary Bedroom 5 items These screens indicate a student s general vocabulary knowledge and Kitchen 7 items life experiences Research has shown this to be a reliable predictor of Country 10 items later achievement Toy Shop 6 items Ideas About Reading These two screens indicate a student s knowledge of concepts of print Classroom 3 items based on Marie Clay s research Book 7 items Phonics Gives an indication of a student s understanding of sounds and Repeating words 12 items phonological awareness Phonological awareness is an important Splitting words 8 items variable in later reading ability The Repeating Word screen may Hearing sounds 8 items indicate a more serious problem of speech or hearing Letter ID 26 items The mixed selection of upper and lower case letters are ordered in difficulty A child s ability to
58. isker plot produced for the Phonics score The reason for this is because at present the Phonics section has fewer questions than Reading and Maths thus making it weaker statistically and less reliable Does the Reading box and whisker plot contain the Phonics scores No it contains scores from Reading items only 2015 PIPS Manual Extra information about the data Margins of error It is important to remember that all tests contain an element of uncertainty A lapse of concentration a lucky guess or an uncharacteristic gap in knowledge can all contribute to an unexpectedly high or low score While the PIPS On Entry Baseline Assessment has been developed to be reliable the margin of error has been calculated This is the 90 per cent confidence band You can be fairly sure that a student s true score lies somewhere between their standardised score plus or minus the confidence band Report on data patterns Over the last few years the PIPS project has gathered large amounts of data from a wide range of schools in the UK and Australia We have been able to look at this information and some of the general patterns are recorded below Unless stated otherwise the patterns reported apply to UK data Boy girl difference There are small differences in the scores between boys and girls although these are not educationally significant For the Australian 2006 First Assessment the average standardised Reading score for girls
59. l as MAC allowing schools a greater flexibility with computers Passkey Each school will be allocated a Passkey which you will need to access the PIPS assessment You will be issued this Passkey after you ve set up your class database just before you assess the first student You ll need this code to assess each student so be sure to write it in the space given inside the front cover of this manual This same code will be used for the Final Assessment Your PIPS contact wont have easy access to this code so if you do forget it you ll need to head back to the Assessment Centre to retrieve it A new look PIPS We ve made some cosmetic changes to the program too bringing it in line with the other programs in the Assessment Suite offered by CEM at Durham University A new colour scheme has been applied to PIPS 2015 The questions within the assessment will remain the same Aw Wy Durham Centre for Evaluation amp Monitoring University PIPS On Eniry Baseline Click or tap the Next button to begin The new PIPS screen Web Only Version Assessment Centre The new Assessment Centre is the hub to import your student details manage classes and access the PIPS assessment Everything you need to get started with PIPS is in one place yva Centre for Evaluation amp Monitoring EETA ae ee The Assessment Centre The University of Durham as represented by Centre for Evaluation and Monitoring CEM
60. llecting information over time All efforts at assessing individual needs at one point in time must be regarded as temporary and what it is really important to notice is failure to thrive or exceptional progress Some students may arrive at schools at a rather low point and make rapid progress while others may start in the middle range and seem to stand still From an educational perspective it is the lack of progress that needs to be addressed The Final Assessment linked to the Baseline First Assessment provides a powerful means of identifying students who may need help It is recommended that the school carefully consider the progress of all students who score below 40 particularly those who score around or below 30 Those who have scored below 30 on the standardised score are in the bottom 2 5 of students in their cohort However a definitive judgment should not be based on the results from one assessment only The important point is that the assessment alerts the school to the possibility that some students have special educational needs Reflect on your own teaching As you are examining the results you might see trends emerging For example you might find that your middle group of students consistently show less progress than the top and bottom group and you may select this as an area of focus 2015 PIPS Manual Final Feedback Value added results table This table shows student scores sorted in ascending order of s
61. n words Click the word that the student points to or use the Y and N buttons 9 Stories Story 1 Story 2 You will only see these items if the student has scored sufficiently in the Words items The student will be asked to read a series of sentences Use the keyboard to type in the number of words read correctly each time and click on the Continue button The maximum number of words is shown in brackets at the bottom of the screen In Story 1 you may correct any words that the student cannot read as they arise Record the number of words the student read independently From Story 2 onwards do not correct any mistakes and do not read any words the student cannot read 10 Walking to school You will only see these items if the student has scored sufficiently in the Stories items This is an extended section and contains material intended to be very difficult It is expected that most students will not reach this stage In this section the student is asked to read a story and select the correct words from the choices available to complete each phrase or sentence The student should also point to the word as some choices may sound the same Click on the word chosen by the student or use the Y and N buttons as appropriate 11 Cats You will only see these items if the student has scored sufficiently in the Walking to School items Cats is completed in the same way as Walking to Sch
62. ndardised Reading scores ability in your class You can are represented by red circles compare the spread of ability for Reading and Maths Outlier students those with much higher or lower scores than the rest of the class are marked with an x Individual student s standardised Maths scores i are represented by green PIPS Standardised Scores circles 2015 PIPS Manual Final Feedback Understanding the final feedback The final feedback will give you an indication of the growth that has taken place over the year in Reading Maths and Phonics Final feedback shows both achievement progress test score the score that the student has attained and where they sit in the class group in terms of their final how much growth the student has experienced relative to their starting point Progress from the individual student s starting point is a good measure of how much they have learned during the school year It is also a good predictor of future progress through schooling Progress is reported as a value added score as explained below Value added scores the student made much more progress than expected given their starting point t the student made more progress than expected given their starting point average this is a good result meaning that the student made as much progress as expected given their starting point the student made less progress than expected given their starting point th
63. ness of each child The Behaviour Rating Scale has been available to teachers in the UK and has been helpful in identifying students who may be at risk of developing learning and attentional problems in the future Instructions Teachers can complete the Behaviour Rating Scale during the First and Final Assessment period Read each item e g makes careless mistakes and decide on the extent to which the statement applies to the student during their time in your class Move the cursor on the sliding scale from 0 to 9 to reflect your judgement By the time of the Final Behaviour Assessment most teachers will know their students well The Behaviour Rating Scale state ments should be judged on the basis of whether the behaviour has persisted for at least six months and is typical of the student being assessed Always The following descriptors are suggested 0 Never displays this behaviour 5 Sometimes displays this behaviour 1 Rarely displays this behaviour 6 Often displays this behaviour 2 Seldom displays this behaviour 7 Regularly displays this behaviour 3 Infrequently displays this behaviour 8 Very frequently displays this behaviour 4 Occasionally displays this behaviour 9 Always displays this behaviour Optional Assessments E loses equipment D fidgets and squirms Di trouble playing quietly D blurts out answers O daydreams O doesn t consider consequences O thinks aloud 70 2015 PIPS Manual Notes
64. ng in PIPS 2015 PIPS Manual For WA schools Key Information and Dates for WA Schools All WA schools administer PIPS through the PIPS Australia project at The University of Western Australia Term 1 Monday 2 February Thursday 2 April Done Action M Read the Manual and become familiar with the assessment Set up your When you receive this Manual class es and check student details Monday 2 February Friday 13 February Undertake Baseline First Assessment Ea Monday 16 February to Friday 20 February Finalise data for any absent students You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Monday 12 October Thursday 17 December Done Ki When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide oO Monday 12 Octoper Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students Who is my cohort IMPORTANT All WA schools belong to the WA cohort for data analysis This means that your school will be standardised with WA schools participating in PIPS and a small number of NT and SA schools Please refer to page 21 for PIPS contact and further information 2015 PIPS Manual PIPS Contact In
65. nister PIPS through the PIPS Australia project at The University of Western Australia Term 1 Tuesday 27 January Thursday 2 April Done Action Read the Manual and become familiar with the assessment Set up your When you receive this Manual class es and check student details Monday 2 Undertake Baseline First Assessment 13 February Monday 16 February to Friday 20 February Finalise data for any absent students You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Tuesday 6 October Friday 11 December Done Mi When the term commences Prepare for the Final Assessment by using the checklist on page 35 as a guide D Monday 12 October Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students 14 2015 PIPS Manual For QLD schools WARNING Students tested as Preschool or as Preparatory students in 2014 should not be tested again with I PIPS as Year 1 students in 2015 IMPORTANT Please refer to page 21 for PIPS contact and further information Who is my cohort There is a QLD cohort containing preschool prep students There is also a separate QLD cohort for Year 1 students Year 1 students should only b
66. nnett q Create subgroup 1 Rename subaroup gt Pupils in this subgroup New subgroup Enter the name of the new subgroup OK Cancel 4 Click on the first subgroup you wish to populate from the list of available subgroups Click on the name of the student you want to add to the group and then select the gt box to move them into the Pupils in the subgroup list Editing custom group Reading Groups Barry Kerton Brendan Tingey Existing subgroups Dillon Robinson Yes jayden Mayerhofe Red Jake Mcnamara g Blue Jazz Mccafferty E Joshua Smith Kaleisha Delgado Harding gt gt Create subaroup Rename subqroup Naomi Benne Taylor Blake Pupils in this subgroup 2015 PIPS Manual Working with IDEAS Custom groups continued 5 Click on OK and then Done once you have finished allocating students to groups The example charts below have been created using filters and highlighting for the Custom Groups In these examples you can see clearly how the use of custom groups and highlighting makes visual comparison of different groups of students simple Start Raw Scores Comparing the Maths and Reading start scores for three groups of students Tracking the raw progress of three groups of students over the year End of Year Standardised Reading Score Tracking the progress of three groups of students agains
67. ool The items are intended to be very difficult ee ee ee ae gt Mathematics Items The student should not use any apparatus in the next sections l except for Sums B where they may use pen and paper 12 Early Maths Early Maths presents a number of questions assessing simple concepts for emergent numeracy Responses can be recorded by clicking on the Y or N buttons 13 Ideas about Maths This section examines ideas about numeracy and starts with a scene showing three cats Select Y or N or click on the picture chosen by the student 14 Counting In this section the student will be asked to count items on the screen The items will the disappear and the student will be asked to say how many there had been Select Y or N 15 Sums A Do not provide concrete aids This section starts with a subtraction sum involving beachballs Select Y or N 16 Numbers The student will be asked to identify a series of numbers Responses to two digit and three digit numbers should only be recorded as right if the correct name is given rather than the name of each single digit For example 113 must be pronounced as one hundred and thirteen not one one three Assessment items 17 Shapes This section shows Pip holding balloons in a variety of shapes which students are asked to identify Select Y or
68. ptional l I Bebavi U enosssnonoenois Optional l I RYM eesin Optional End of year 1 Main 3556557606 Compulsory I i Short term Memory Optional Attitudes Optional l Behavior ccieciaceccsevieneeecteiaes Optional RAYMIN 7 Optional Tip You may wish to create a shortcut to the Passkey page for the future in order to access the Assessment directly Beginning the Assessment 2 Non Web Only Steps 1 Select the student you wish to assess Then select If your school has very unreliable internet you may either the Baseline or Follow up Click Next choose to use the Non Web version of PIPS More information on how to set up this version is available 2 Confirm the students biographical details are correct If they are not you will need to shut down at the assessment tab edit the students details within http www education uwa edu au pips current pips the main screen and start up the assessment again online entering in the Passkey again Before you begin please check the following details have been entered correctly When you are ready to begin click or tap the Next button below Name Pip Pippington Date of Birth 17 November 2009 Assessment Main Assessment Testing Phase Baseline Audio Language English Back 3 Test the sound to ensure the stu
69. r solution would be to go through the Attitude section in Browse mode at the beginning of the year and note the student s responses so you have an idea of their attitude to school Are the words cash cosmetics and toadstool appropriate for the Australian setting or are they too British First these words are included as difficult words PIPS is designed so that the assessment gets more challenging the further one moves through it In 2001 WA students using PIPS found the words yacht cash jewellery and saxophone easier than students in the UK ACT students found cash microscope jewellery saxophone and cosmetics easier than students in the UK This analysis has not taken into account the age of Australian students so there might be slight adjustments However overall there is not a great deal of difference in item difficulty between students from these countries What happens to students kept back or advanced a year These students despite being older or younger than their classmates will still be standardised with the year group they are enrolled as not the year group that corresponds to their age What about differences in the age of my students There is a rule of thumb that every month of age difference corresponds to one point on the standardised score This means that in relation to the average child the older students will
70. re useful for a variety of reasons If you have two or more classes they are useful for seeing if the classes are equivalent By holding one graph on top of the other you can see if the box and whisker plots coincide or are very different If the classes are not equivalent one should not make direct comparisons between the classes The second use is to compare the shape of the two box and whisker plots If the teaching is equally effective with the whole class you would expect the box and whisker plot at the end right hand side to match the box and whisker plot at the start top If for example the box and whisker plot at the end is much longer above the box then this may mean that the teaching is having more of an effect with the students doing well If for example both box and whisker plots are the same in size but the top whisker gets much shorter then this may suggest that the teaching is less effective with the most able group The third use is a quick check on progress The median middle score should be in about the same place on both scales If the median was for example 54 at the start and 46 at the end then further investigation could be needed 25 of students 25 of students fall inside the fall inside the top bottom whisker 1 50 of students fall inside Ae I the box I b 2 2 2 2 2 3 l Sense S S 4 The median middle score is represented by the line 2015
71. resented for the beginning and end means the student in ascending order of standardised total score of the year are presented in has made progress as these columns expected 7 e maths scores reading scores a end start start end th Bianca 13 33 33 83 average averad Ryan Rossy 34 46 54 21 35 sel 66 46 97 sof Carter 26 43 19 0 averag Jayden Par 6 oN 2 5 averea Caitlyn we s 48 57 42 113 5 averagy Daniel 4 43 58 26N averagy William 37 43 51 27 123 average Tarryn 14 33 38 22 g 53 Auma 123 averagq Joshua 79 53 6 45 137 5 averagd Holly 28 45 58 21 60 57 42 140 ssh Connor 68 a7 140 8 Nikita 89 6 April 107 s9 A 151 55 Ely o 57 7 50 138 Mitchell 108 9 58 Kayla 46 4 58 q64 8 x 0 Keeley 32 43 sift 28 107 5068 4N W4 sell average Georgia 108 59 Ed AN Cassie m 60 se sa iN sol avede Richelle s4 s ssl eof moj eif 112 63 17A colf average Trisha 29 49 568 52 1484 61 20 55 183 N olf average Jasmine 23 45 20 2 1l 8 TS T Look for a difference of five points Look at beginning and end raw score or more to see if a student has a to see how many questions the definate strength in one area over student answered correctly each time another 2015 PIPS Manual
72. rm memory Not included in total score Behaviour 21 items Assesses students behaviour Not included in total score Attitude 8 items Can only be completed at the Final Assessment to identify trends 2015 PIPS Manual These screens examine overall attitude towards elements within school Considerations for the final assessment Re testing students at the end of the year enables the calculation of their progress value added over the year The Final Assessment is carried out exactly as the First Assessment but instead use the Follow Up option after selecting the student from the list within PIPS Depending on the student s ability the testing may take longer to complete The first question presented is always handwriting followed by the next appropriate question based on the student s First Assessment The program uses various rules to determine this If during the First Assessment the student does not answer a sufficient number or sequence of questions correctly in a section then that same section will be presented again in the Final Assessment The program then continues to present more and more difficult questions and many students will gain access to parts of the assessment they did not see previously The optional Behaviour and Attitude Assessments are available to be completed in the final assessment Before you assess Item Instructions Comments Check Refresh your knowledge of the assessment process
73. rt of another section In this case click the Previous Test button Before you begin Replay Audio Button General notes e This button may be used to repeat the instructions given to the student by the computer This facility is useful if the student has been distracted or has During the assessment the student is asked misunderstood the question a series of questions by the audio track The teacher records the student s response using the mouse The assessment is best carried out by the classroom teacher on a one to one basis e Teachers should make a judgement about the number of times it is appropriate to use this facility There may be times when the teacher needs to supplement the audio track given by Assessing in a language other than English the computer to make sure that it has been e Ifyou decide that it would be appropriate to carry understood This should be limited though to out the assessment in English and the student s ensure all students are being assessed under the first language a bilingual adult can help by same conditions translating the instructions for each section of the assessment into the student s own language for one version of the test please see page 37 for more information e Under no circumstances should the teacher coax or suggest answers f the child provides a wrong answer the teacher should not provide the correct answer When assessing in a language other t
74. s If you are only assessing a small number of students or you have one or two students to add to an existing class you may wish to alter add student records manually To do this 1 Click Manage Student Details 2 Select either New or Edit from the drop down menus to add or modify students Add students Using the drop down menus select Pupil and fill in details for the new student s Select Save when completed Editing students Tick the box next to the students name that you wish to edit then click the Edit box The pop up box will allow you to update biographical data for the student Click Save to finish Changing Class name To change the name of a Class select Class from the drop down Edit box Use the pop up box to rename your selected class Click Save to finish You can also Move or delete students and classes Take care when using the Delete feature as this cannot be undone IMPORTANT The PIPS team are always checking the validity l and reliability of the PIPS assessment To make sure the data we are gathering is correct please make sure you Record SEN information for ALL students These do not need to be official diagnoses Use your professional judgement about whether a student shows some signs of the SEN issues that may affect their performance on the PIPS assessment Accurately record the students answers to the Reading Mathematics and Phonological Awareness sections of the
75. specific to your school based on state and in some cases type government or non government It is important that you follow the instructions relevant for your school only 2015 PIPS Manual For ACT public schools Key Information and Dates for ACT public schools ACT public schools administer PIPS through the Performance and Systems section of the ACT Education and Training Directorate in consultation with The University of Western Australia Term 1 Monday 2 February Friday 10 April Done Action Mi Familiarisation with the Manual o Test that PIPS 2015 is working and the computer is fully operational with sound o Week 2 Attend PIPS 2015 Information Session 3 30 to 5 30PM The session will include Wednesday 11 February lt an overview of PIPS Thursday 12 February a demonstration of how to export the student data from MAZE and import it into the PIPS program an introduction to the PIPS program a guided tour of the AusPIPS secure website information on how to interpret PIPS results and the student reports for parents At least one teacher from each school is expected to attend a training session Weeks 3 4 Monday 16 February bridey 27 February Undertake Baseline First Assessment 2 weeks Term 4 Monday 12 October Friday 18 December Prepare for the Final Assessment by using the checklist on page 35 as a guide Weeks 2 3 Monday 19 October Friday 30 October 2 weeks Un
76. student This code IMPORTANT I must be 11 digits Please refer to page 21 for PIPS contact and further information 2015 PIPS Manual For VIC schools Key Information and Dates for VIC Schools All VIC schools administer PIPS through the PIPS Australia project at The University of Western Australia Term 1 Thursday 29 January Friday 27 March Done Action Read the Manual and become familiar with the assessment Set up your When you receive this Manual class es and check student details Monday 2 February Friday Undertake Baseline First Assessment 13 February Monday 16 February to Friday 20 February Finalise data for any absent students You may test additional students who commence in Term 2 and submit the data to PIPS Australia Email your PIPS Contact prior to submitting the data containing the additional student data Term 3 No action required Term 4 Monday 5 October Friday 18 December Done mI When lhe t rmi ommentes aay for the Final Assessment by using the checklist on page 35 as a a Monday 12 October Friday Undertake Final Assessment 23 October Monday 26 October to Friday 30 October Finalise data for any absent students Who is my cohort IMPORTANT All VIC schools belong to the VIC cohort for data Please refer to page 21 for PIPS contact and analysis This means that your school will be further information standardised with all VIC schools participati
77. sword case sensitive The password will be provided in the inside cover of this PIPS manual For security reasons this password will change at the beginning of each year It is important that you only share the AusPIPS password with authorised PIPS users at your school 38 AusPIPS is a secure website that provides a faster and more reliable method of obtaining feedback results online As this is a secure website you will need your PIPS ID Number and a unique password found at the front of your manual to access the site To access AusPIPS follow the link on the main PIPS homepage for Current Schools to find the link to the AusPIPS site Once the AusPIPS website window opens you will need to enter your school s PIPS ID Number and the unique password These details are in the inside cover of this manual Then click Log in lt ausPIPS Secure Website we gt lt Administration Return Data Results Analysis Help ausPIPS is a secure web site For reasons of security and confidentiality your PIPS 1D and unique password are required to enter the ausPIPS web site The PIPS ID and unique password are sent to schools along with the PIPS materials at the beginning of the school year The unique password for using ausPIPS is not the same as the password required to use the PIPS assessment For security purposes a new password will be issued at the beginning of each year If you do not know your p
78. t This option will allow you to import your class spreadsheet into the program and avoid having to enter each student manually Manage Student Details Edit or add students one by one See page 28 for more details 2015 PIPS Manual Setting up PIPS Status Reports This option will allow you to check which students have already been assessed on the Main Baseline Assessment as well as the Optional Assessments within PIPS You can also check here to ensure all students have completed assessments in the event that an assessment had to be abandoned mid way through Status Report for PIPS Baseline 2015 This page shows a summary of the status of your assessments Phase All Baseline Forename Surname DOB Main Assessm Short Term Me Special Needs Attitudes Behaviour PSED 4 Reception Class 1 David Dragonfruit 08 08 2008 Pending Pending Pending Pending Elizabeth Eggplant 18 01 2009 Pending Pending Pending In Progress Pi Pippington 17 11 2009 P ppingt 09 01 2014 fending Pending Pending 4 Reception Class 2 Adam Apple 02 04 2009 Pending Pending Pending Pending Benny Banana 27 03 2009 Pending Pending Pending Pending Carley Carrot 18 11 2008 Completed Pending Pending Pending 5 4 gt gt 50 v items per page 1 60f6items In this example the Phase selected is Baseline The information on the screen only refers to initial testing To view the End of Year Assessment
79. t academic year It is most likely you will want to filter results to show only one class but you can also apply other filters such as gender too 1 Click Filter Highlight on the main toolbar 2 You will see your data is automatically filtered by current academic year You can apply multiple filters at once 3 To adda second filter in this example a Class Filter click on the drop down arrow for the second line in this case choose Class Filter column ies included click the box to change values Filter by Year JE 2009 Drop fiter 61 pupils and by No selection z No selection Highlight No selection Cancel Preview pupil list 4 Select the name of the class you wish to view results for from the list To select more than one hold CTRL while clicking edit colours 5 Once you have applied all the filters you want click OK Your new chart or table will now be generated showing only the students you have selected Tip Removing Filters 1 Filters remains active until they are manually removed If you seem to be missing some data when you view your charts of tables I make sure to check which filters you have active To remove a filter click the Drop Filter button next to the filter you wish to remove Drop Filter 61 pupils 2015 PIPS Manual Highlighting students Another option for customising your data is using the Highlight function to colour code
80. t expected progress 2015 PIPS Manual Additional Functions Aside from the basic features of IDEAS there are advanced settings to allow you to further customise and edit your data To view these additional options click on the More button at the bottom of the Chart Table tool bar The button is partially concealed by the bottom of the box Chart Table Selection Box and whisker plots Start scores Scatterplots Start scores Maths progress lt Reading progress End scores value added Maths progress Reading progress Customising displays The following is a list of the options you can use to configure your data displays Settings Less Show Anonymity Line charts Box and whisker mixed Pupils default Show all names default lnckide cattncline 5 Averages C Hide all names C both IF show speched poke orf F Include local line ee Data range on graphs 25 to 75 default T Group highlighted pupils C 10to90 Reset to Defaults P c 1 Whiskers include all pupils on box and whisker plots Custom 25 to 75 Sia oe Show has three options Pupils displays students names on the graph chart or table Averages displays the average for the selected group on the graph chart or table Both displays both the student names and the average on th
81. t of the letters are unrecognizable Score 2 if the writing includes one or two recognizable letters but less than half of the letters are recognizable Score 3 if over half the letters in the writing are recognizable Some letters may be reversed Score 4 if all the letters are recognizable No letters reversed Upper and lower case letters may be used incorrectly Score 5 if first and last names are written with the appropriate use of capital letters All letters are well formed and consistent letter size 2 Picture Vocabulary Bedroom Kitchen Country Toy Shop The scenes become increasingly difficult and depending on students responses you may not see all of them The audio track asks the student to point to an object Students should be encouraged to point at the screen with their finger Record the student s response by clicking Y or N Note for questions where there a multiple pictures of the object i e knife bowl etc accept any of the pictures of that object as correct Ideas about Reading IAR IAR classroom IAR book In this section the student will be shown one or two scenes starting with a classroom setting Once again the student will be asked to point at the screen and their responses can be recorded by clicking the Y or N buttons Phonics Items Y button indicates the correct answer Speech button indicates that the student has provided the correct answer but is unable to artic
82. tandardised total with the value added score showing progress from the first assessment Things to do Review the details for the First Assessment each student in the Maths and Reading column results table on page 46 The value added results Are the two scores similar A difference of five table can be interpreted in much the same way points or more would indicate that the student has at this point in time strength in one area over the other You may want to compare the size of the difference with the First Assessment results which reflect what the student had been exposed to prior to school You will need to refer to your First Assessment feedback to do the last part of e Check the value added scores Remember that this step average refers to progress not achievement A student with average in the value added column has made progress as expected Examine the First and Final raw scores The increase in raw scores indicates progress made in terms of reporting the actual number of answers the student got correct for the first and final assessment If students have completed the attitudes section the result is displayed on this table The result is displayed as a or symbol indicating the Examine an individual student s strengths and average of the students responses weaknesses Examine the standardised score for Value added results are Raw and standardised scores shown here Average Students are p
83. ting point of your This is likely to reflect class when evaluating the sorts of learning the progress made experiences students have had before coming to school Maths Raw Scores End Look for students with flat lines and see if you can account for this Tell the story of your data Students will ideally show an upwards trajectory on the line graph 2015 PIPS Manual Final Feedback Scatterplot The scatterplot shows a visual representation of which students have made progress as above or below what is expected It also gives a snapshot of whole class progress How do I read the scatterplot The point where the two plots cross is the student s position on the scatterplot End of Year Standardised Reading or Maths score is The blue line is the line plotted on the horizontal 2 of best fit If students axis fall on near this line they have made progress as expected Above the line indicates more progress than expected and below the line indicates less progress than expected Start of Year Standardised Total is plotted on the horizontal axis How do read the box and whisker portion There are an additional two box and whisker plots on the chart one to the right and one at the top The one at the top shows the distribution of the standardised total Baseline scores for the class the one on the right shows the distribution of the standardised Final scores for Maths or Reading These a
84. tion and Monitoring CEM University of Durham England e Educational Performance and Systems section of the ACT Education and Training Directorate ACT Educational Performance Services EPS Department of Education TAS Copyright Statement This Publication is copyright Schools registered to use PIPS in 2015 may photocopy this publication for implementation of the PIPS Assessment in their school For any other purpose permission must be sought through the PIPS Project Coordinator on 61 8 6488 2859 2015 PIPS Manual Welcome Welcome to PIPS 2015 This manual is divided into eight sections Symbols and Tools used in the Manual This symbol means Section 1 Introduction and Key Information Section 2 Setting up the PIPS Program Section 3 Implementing the Assessment There is a quick and easy solution to be implemented by you Section 4 Familiarising with the program Section 5 AusPIPS Section 6 Feedback Information Section 7 IDEAS Section 8 Useful Resources You should contact your local IT technician as there could be a problem with your computer We advise that you carefully read this manual both prior to and during the assessment process If you require further clarification about anything detailed You should contact your PIPS in this manual please get in touch with your PIPS person for further support Contact Handy Tips Tips can be found in boxes like this one throughout the man
85. ual Tips will provide explanations of computing terms and useful hints i WARNING Warnings must be read and observed by I users to prevent problems or complications 2015 PIPS Manual Changes in 2015 We re excited to announce that for 2015 the PIPS assessment is now available online Our programmers have been working hard to make changes to the program bringing it from a CD based program to an online program Have a read below of what s new Features of PIPS in 2015 As well as moving to a new online platform for 2015 there are some other changes to PIPS that we re excited to announce Online for 2015 This year will see the first year that PIPS is available as an online assessment rather than installed locally from CD This change will allow for data to be collected and recorded without the need to manually back up the data The standard online version should also create a smoother and more trouble free experience when undergoing the assessment Setting up your class in PIPS will be a little different from previous years so follow the steps outlined in this manual Supplementary information if needed on setting up the assessment is available at http www education uwa edu au pips current pips online MAC Compatible For the first year in addition to the new online format PIPS will be compatible with the MAC platform The program can now be easily accessed on PC as wel
86. ual sheets or save a copy of your file so sheets can be retrieved at a later date Find a student If you are working with whole school data or a large class the Find Pupil function can help you to locate an individual student This can make it easier for you to create reports for the student or add them to custom groups 1 Click on the Find Pupil button and type the name of the student you are searching for IDEAS Toolbar jChart Table S7 FiltersHighlight CQ Find Puni Working with IDEAS Custom groups IDEAS allows you to create custom student groups to allow you to highlight and compare student groups more easily Follow the step by step instructions below to create your own custom groups In this example we will classify a class into their streamed reading groups After the step by step instructions you will see some charts generated using these custom groups and the highlighting function 1 Click on Custom Groups on the main toolbar 2 Click Add and type the name of the custom group you wish to create ie Reading Click OK Custom Groups SSN ee Subgroups for this group 3 Click on the Create Subgroup button and add as many subgroups as you need In the example subgroups will be Red Blue and Green Editing custom group Reading Groups Barry Kerton Brendan Tingey Dillon Robinson Jazz Mccafferty Joshua Smith Kaleisha Delgado Harding Naomi Be
87. ulate it correctly due to a speech issue Refuse button indicates that a student has refused to answer the question N button is for an incorrect answer mm eee 2015 PIPS Manual QD The password is PIPS2015 4 Repeating words Phonics The audio track will ask the student to repeat a nonsense word To be scored Y the student must repeat the word exactly i e every phoneme correct 5 Splitting words Phonics The student will hear long words and be asked to take away a part of the word They will tell you what word or sound they are left with Once again to be scored Y every phoneme must be correct 6 Hearing sounds Phonics The student will hear a nonsense word and must tell you what final sound they hear Accept the sound or the name of the letter as correct The correct answer is the final single sound of the word For example in the word pommysumpt the correct answer is t where as pt is incorrect 7 Letters The student will be shown a sequence of letters starting with the first letter of their first name The number of additional letters shown will depend on their responses Accept either the sound or the name of the letter as correct Letter Land responses are not accepted nor can students be prompted with What sound does Sammy the snake make 8 Words Words 1 Words 2 The student will be asked to identify a series of writte
88. utton to re enter the student s response 2015 PIPS Manual Let s get started Carrying out the first assessment Assessments should take between 15 to 20 minutes per student Follow the steps outlined below to begin Welcome to the Assessment Centre Please select the appropriate tab above The University of Durham as represented by Centre for Evaluation and 1 Select the assessment type a We recommend Web Only Version to almost all schools Only those schools with very unreliable internet should select either Dual version or Non Web Version See page 28 for more details b Make note of your Passkey there is room in the inside cover of this manual to write it down c Use the Click here hyperlink or copy and paste the URL into a browser to launch the PIPS assessment Opening Link html x You have chosen to open la Link htm which is Firefox HTML Document 226 bytes from https plus cem org What should Firefox do with this file Save File C Do this automatically for files like this from now on ox icn d Choose Open File when prompted e Type in the Passkey to launch PIPS Online 2015 PIPS Manual Choose Carry out Assessments The next page will need to load Monitoring CEM 2014 Compulsory and Optional Assessments I Beginning of year l Main 3556557060 Compulsory l I Short term memory 65 O
89. w many fish are here 7 O How many fish were there 7 Notes Sums A Do not provide concrete aids O 2 O 4 153 O 6 353 O 3 O 3 1 4 4 O 8 D 7 Notes or jos oz jos j7 jos jos oe oo E 2digitnumbers note andtick inboxes o jo jo jo ja jo E Sdigitnumbers note andtick inboxes o jo joa ja ja Notes Maths 1 Do not provide concrete aids O 1morethan5 6 O 3lessthan7 4 O 2morethan6 8 O 3more than 8 11 O 6 less than 15 9 O 8morethan13 21 10lessthan25 15 O 21 more than 32 53 Sums B Students may use a pencil and paper O circle 3 4 coloured in buyapple 10c cover 1 2 the bikes 7 3 10 0 O 24680012 O 068 O 58 3 E buy orange 50c 100 O 1545 O 15 21 36 This concludes the compulsory assessment items Please continue on the next page for optional items 2015 PIPS Manual 2015 PIPS Observation Sheet Page 5 Student Name Date Time Optional Assessments eating sweets reading stories looking at books drawing pictures building lego or blocks counting being at school playing in playground working on computer Short term memory sequence 10 Assessing Behaviour in Pre primary Students This section is completed by the teacher without the child present The teacher is asked to assess the attentiveness activity and impulsive
90. was 2 8 points higher than boys and 0 4 of a point higher than boys for Maths Difference by age Older students tend to achieve higher scores This amounts to about 1 point for every month The average age of students in the UK doing the PIPS Baseline Assessment in September 2001 was about 4 years and 6 months Therefore a very young student born in August might be 6 points higher if the scores were corrected for age English as an additional language As expected students for whom English is an additional language achieve lower scores than other students This difference is greater in Reading than in Maths The words in the vocabulary section are posed in English which will result in lower scores in the Reading section Although these students start school with lower Reading scores this does not hinder their progress in the Pre Primary year Feedback Information Twins and higher multiples There are very slight differences between the scores of single students compared with twins and higher multiple births However these are not educationally significant Pre school education Students with pre school experience nursery school play group tend to do a little better on the PIPS Baseline Assessment than those who have not had this experience This holds even after home background is taken into account However the progress made in Pre primary seems to be unrelated to pre school experience How do our results compare
91. your students 1 Click Filter Highlight on the main toolbar 2 Click on the drop down box next to the word Highlight 3 Inthis case we will highlight boys in one colour and girls in another First click on the category you wish to highlight In this example we will highlight by sex Filter column jes included click the box to change values Filter by Year JE 2009 Drop filter 61 pupils andby No selection est caes No selection p a a ee intake 4 Holding Shift to select multiple values select boys and girls Available values 5 Click on OK When you next generate a chart you will see boys and girls are highlighted in a different colour Edit colours when highlighting students It is possible for you to choose which colours are used for groups when you highlight students You may wish to have boys in blue or girls in pink or to have colour coded reading groups such as red yellow and blue for example 1 Follow the instructions about highlighting students through to step 5 Before you click OK click on the Edit Colours button Filter column Values included click the box to change values Filter by Year 2009 Dron fiter 61 pupils and by No selection Highlight No selection No selection Full name ox Cancel Preview pupil list Year gt Class edit colours intake 2 Click on the coloured box

2015 PIPS Manual - The University of Western Australia

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