Understanding and Using Feedback from the Primary Information Systems

Dr Chris Jellis

chris.jellis@cem.dur.ac.uk

PIPS and InCAS have Different Feedback

• PIPS feedback uses Standardised Scores– Good for comparing yeargroups and cohorts– Good for assigning pupils to ability groups– Good for measuring progress

• InCAS feedback uses age equivalent scores– Gives a good idea of how far ahead or behind

individual pupils are– Good to use diagnostically

PIPS Reception

• Provides initial information about pupils when they enter the school

• Provides progress information for the Reception year

• Most feedback is similar to later years PIPS, with a couple of exceptions

Start of Reception Box and Whisker

Standardised scores

20 30 40 50 60 70 80

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End of ReceptionLine Graph

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PIPS Feedback

• Standardised Scores Table• Grades Table• Value Added Scatter Plot• Key Stage Chances

Year 3 Scores TablePredictors

picture non verbal

class name vocabulary ability context prior maths readingEXAMPLE Susan 72 42 60 * 41 33EXAMPLE Luke 38 61 49 43 43 32EXAMPLE John 47 45 46 * 35 42EXAMPLE Andrew 50 57 52 46 44 37EXAMPLE Sarah 49 42 46 47 51 34EXAMPLE Helen 46 45 45 42 45 44EXAMPLE Vicky 45 44 45 45 51 43EXAMPLE Harry 56 34 47 45 48 46EXAMPLE Kate 52 44 48 42 52 43EXAMPLE Christine 55 49 51 50 47 50EXAMPLE Stephen 56 49 53 * 45 52EXAMPLE Karen 53 61 56 46 52 48EXAMPLE Roger 50 33 42 35 56 45EXAMPLE Scott 53 60 56 45 56 49EXAMPLE Daniel 58 52 54 52 61 48EXAMPLE Michael 55 60 57 53 61 50EXAMPLE Christopher * * * 55 61 53EXAMPLE Faye 59 67 62 63 53 62EXAMPLE Chloe 50 71 57 * 58 58EXAMPLE Callum 55 67 60 53 55 65EXAMPLE Andrew 56 69 61 59 56 64EXAMPLE Brian 61 47 54 52 67 53EXAMPLE Nicole 58 63 57 * 63 63EXAMPLE David 61 70 64 59 65 62EXAMPLE Amanda 75 70 71 71 61 66

Attainment

Standardised Scores

• Mean of 50, Standard Deviation of 10

• Between 40 and 60 – Average (68%)• Between 30 and 40 – Below average (14%)• Below 30 – well below average (2%)• Between 60 and 70 – Above average (14%)• Above 70 – Well above average (2%)

Year 3 Grades TableAttitudes

name grade context prior grade context prior maths reading school

Susan D -- * E -- * Luke D - 0 E -- -- John E -- * D - *

Andrew C - 0 E -- -- Sarah C 0 0 E -- -- Helen C 0 0 C 0 0 Vicky C + + D 0 0 Harry C 0 0 C 0 0 Kate C 0 + D - 0

Christine C 0 0 C 0 0 Stephen C - * C 0 * Karen C 0 + C - 0 Roger C ++ ++ C 0 + Scott C 0 ++ C - 0 Daniel B + ++ C - 0

Michael B + + C - 0 Christopher B * + C * 0

Faye C - - B 0 0 Chloe B 0 * B 0 *

Callum C 0 0 A + ++ Andrew C 0 0 A 0 + Brian A ++ ++ C 0 0 Nicole B + * A + * David A 0 + B 0 +

Amanda B - 0 A 0 0

value added value added

Achievementmaths reading

Grade BoundariesGrade %age

A 10%

B 15%

C 50%

D 15%

E 10%

Year 3 Scatter Plot

Context Score

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30 35 40 45 50 55 60 65 7025 30 35 40 45 50 55 60 65 70

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AmandaDavid

Faye

Andrew

Callum

Susan

Nicole

Chloe

Michael

Scott

Karen

Brian

Daniel

StephenChristine

Luke

Kate

Harry

John

Vicky

Helen

Roger

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25 30 35 40 45 50 55 60 65 70 75

Predicted Key Stage 2 LevelsMaths level English level Science Level

class name <2 3 4 5 >6 3 4 5 3 4 5

1 30 48 21 0 1 29 51 18 0 1 23 54 22 0EXAMPLE Susan 2 49 43 6 - 2 48 45 5 - 1 40 52 7 -EXAMPLE Luke 4 59 33 3 - 4 59 35 2 - 3 52 42 3 -EXAMPLE John 4 59 33 3 - 4 59 35 2 - 3 52 42 3 -EXAMPLE Andrew 3 52 41 5 - 2 51 43 4 - 1 43 50 6 -EXAMPLE Sarah 3 52 41 5 - 2 51 43 4 - 1 43 50 6 -EXAMPLE Helen 2 49 43 6 - 2 48 45 5 - 1 40 52 7 -EXAMPLE Vicky 2 46 45 7 - 2 45 48 6 - 1 37 54 8 -EXAMPLE Harry 2 43 47 8 - 1 42 50 7 - 1 34 56 9 -EXAMPLE Kate 1 40 49 10 - 1 39 52 8 - 1 31 58 11 -EXAMPLE Christine 1 37 51 11 - 1 36 54 9 - 1 28 59 12 -EXAMPLE Stephen 1 34 52 13 - 1 33 56 11 - - 26 60 14 -EXAMPLE Karen 1 28 54 17 - 1 27 58 14 - - 21 61 18 -EXAMPLE Roger 1 40 49 10 - 1 39 52 8 - 1 31 58 11 -EXAMPLE Scott - 23 55 21 - - 22 60 18 - - 16 61 22 -EXAMPLE Daniel - 23 55 21 - - 22 60 18 - - 16 61 22 -EXAMPLE Michael - 18 55 26 - - 17 60 23 - - 13 59 28 -EXAMPLE Christopher - 16 54 29 - - 15 59 25 - - 11 58 30 -EXAMPLE Faye - 12 52 35 - - 12 57 31 - - 8 55 36 -EXAMPLE Chloe - 14 53 32 - - 14 58 28 - - 10 57 33 -EXAMPLE Callum - 11 51 38 - - 10 56 34 - - 7 53 39 1EXAMPLE Andrew - 11 51 38 - - 10 56 34 - - 7 53 39 1EXAMPLE Brian - 14 53 32 - - 14 58 28 - - 10 57 33 -EXAMPLE Nicole - 9 49 41 - - 9 54 37 - - 6 51 43 1EXAMPLE David - 6 43 50 1 - 6 48 46 - - 4 44 52 1EXAMPLE Amanda - 4 39 56 1 - 4 43 53 - - 3 38 58 1

Keystage Two Chances (%)

Year Group Average

InCAS Feedback

• Age Equivalent Scores Table• Differences Table• Box and Whisker Plots• Diagnostic data• Longitudinal plots• Standardised scores

Age Equivalent Scores

Age Differences

Box and Whisker Plot (single class)

Box and Whisker Plot (multiple classes)

Diagnostic Plots

Longitudinal Plot

Standardised Scores

Mean = 100, sd = 15

Standardised Scores

• Mean of 100, Standard Deviation of 15

• Between 85 and 115 – Average (68%)• Between 70 and 85 – Below average (14%)• Below 70 – Well below average (2%)• Between 115 and 130 – Above average (14%)• Above 130 – Well above average (2%)

Comparing InCAS and PIPS

• PIPS• Standardised scores are more difficult to

understand, but good for comparing children and groups

• InCAS• Age scores are clearer, but with no standard

deviation, it is difficult to tell what the range is

Administration

• InCAS– Administer at any time of year– CD (installed on school network)– Group assessment– Feedback

• Within 24 hours

• PIPS– Fixed assessment periods– Pencil and paper or CD (installed on school

network)– Group assessment– Feedback

• Approx 6 weeks for pencil and paper• Quicker for CD

So, which do you choose?

• To establish a baseline (particularly in the early years) and show progress - PIPS

• If the group is not average – InCAS• If you need diagnostic information – InCAS• Some schools do both

Any Questions?

Dr Chris JellisResearch Associate

CEM