Interpreting and
Using AfE (P1)
Feedback
Glasgow
13th February 2013
Session Overview
• AfE P1 Assessment
- What is in the assessment
- Example questions
• Assessment Feedback
• On-Entry assessment
• Follow-up assessment
Designing Baseline Assessments
for young children
• For value-added purposes, we need items that
are good indicators of later attainment
• Vocabulary and reading
• Math's
AfE P1
Assessment
On-entry and follow-up
assessment
What is in the assessment?
• Reading
- Ideas about reading, letters, words and
sentences
• Maths
- Ideas about maths, counting, numbers,
simple sums
• Phonological Awareness
- Repeats and rhymes
20 mins
Reading
 Matching words to pictures – a good measure of general
ability. Words can be introduced to small children but can they
take them on board?
 Ideas about Reading – a pre cursor to being able to do these
things e.g. ‘show me someone who is reading, writing etc.’
Reading
 Words – the ability to understand that a word is a label for a
picture. Can they distinguish what is a picture and what is a
word.
 Word choice – ‘Hunter Grundin’. From the sentence work
out what the missing words are.
Maths

Ideas about Maths – in its basic form maths is about being able to
distinguish between things. Before we have numbers we need to understand
basic concepts. Biggest and smallest. As we develop this becomes numbers.
 Simple Sums – not just about counting but about
ordering. If we counted in the wrong order 1,2,5,7 then the
last number is the total number of apples.
Phonological
Awareness
 Repeating Words –
hear a word, take it in then
say it back. Starts with a
simple monosyllabic word
then move on to multi
syllable words. If a child
can repeat some of the
polysyllabic words then this
is a good indicator for
future attainment.
Phonological
Awareness
 Rhyming Words – hear
each possible word. They
then have to compare them in
their mind to come up with the
rhyming.

Remember the word and also
remember why it is the
correct word.

Can tell us if they are
forgetful, can’t concentrate,
hearing problems…
Managing
my Testing
Discovering who
has done the Start
of Year
Assessment
Ensure the name of
your school is selected
and click on Report
Class performance
in the Start of Year
Assessment
Highlight the class
name and click on
Report
Individual Pupil
performance in
the Start of Year
Assessment
Highlight Pupil Name
Discovering who
has done the
Follow-up
Assessment
Ensure the name of your
school is selected and click
on Report
Personal, Social and Emotional
Development (PSED) - optional
 Results from Onentry assessment
in RED
 Results from followup assessment in
BLUE
Feedback from
On-entry
Assessment
PIPS P1 Feedback
•
•
•
•
•
Raw and standardised scores
Bar charts
Box and whisker plots
Line graphs
Scatter plots
Standardised Scores
• PIPS scores are standardised
• “All scores from all schools are combined and
fitted to a normal distribution with a mean of
50 and a standard deviation of 10.”
• This allows us to compare a particular child’s
score with the scores of other children of the
same age.
Frequency
Standardised Scores
2%
14%
30
40
34%
34%
50
14%
60
Standardised score
2%
70
What Do The Scores Mean?
A score of:
•
•
•
•
•
Above 70 – likely to be gifted and talented (2%)
Between 60 and 70 – possible gifted child (14%)
Between 40 and 60 – normal for age (68%)
Between 30 and 40 – lower than average (14%)
Below 30 – much lower than average (2%)
P1 Scores Table
Mean of 50
In very small children it is not unusual to see big differences in scores
Over 60
Potentially Gifted & Talented child
P1 Bar Chart
Presented in stacked order
of Maths and reading
scores so strengths and
weaknesses can easily be
identified
Exactly the same data
as in the previous table,
just in graph format
P1 Box Plot
We can characterise our group
average
50%
25%
25%
The middle child (Median)
Feedback from
Follow-up
Assessment
P1 Follow-up
Scores Table
We now see the results from the on-entry assessment alongside
the follow-up assessment scores
Std
36
53
48
38
50
44
56
43
Value Added
%
++
+
10%
Average
50%
--
15%
15%
10%
Local Avg
Class Avg
Maths
Raw
Scores
Graph
National Avg
It is the work done by
the school with this
pupil that has resulted
in this progress
Reading Raw
Scores Line
Graph
It is not unusual to
see dramatic
progress between
assessments
P1 Scatter Graph
P1 Scatter Graph
another way of looking at it
Pupils who have made
MORE progress.
Pupils who have
made LESS progress.
Providing
• Objective, reliable pupil level data
• Information to personalise learning
• Diagnostic information
• Validation of Teacher judgement
Allowing
• Identify gifted and talented
• Identify pupils who need more help
• Track pupil progress
Classroom teachers
• Evidence of progress
Providing
• UK benchmarking
• Information for self-evaluation
Middle and Senior
Management
Classroom teachers
Providing…
• Information to help monitor a group of
pupils
• An Overview of school profiles
• Bespoke reporting
Group
Middle and Senior
Management
Classroom teachers
What children know and can do
Lowest 1% in Scotland
(at the beginning of P1)
• Vocabulary
– Carrots, castle, butterfly
• Early Reading
– Differentiate between reading and writing activities
• Early Maths
– Identify biggest and smallest objects from a group of
three
Average in Scotland
(at the beginning of P1)
• Vocabulary
– Saxophone, toadstool
• Early Reading
– Identify several upper and lower case letters
• Early Maths
– Name single digits
– Solve informally presented sums
Highest 1% in Scotland
(at the beginning of P1)
• Early Reading
– Read passages which include words such as ‘your’,
‘leave’, ‘everyone’, ‘thought’
• Early Maths
– Carry out formally presented calculations e.g. 42 – 17
– Identify 3-digit numbers