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
Early Maths
Early Reading
Start of Reception
Box and Whisker
20
30
40
50
Standardised scores
60
70
80
160
140
140
120
120
Reading Raw Scores (Start)
160
100
100
80
80
60
60
40
40
20
20
0
Start
0
End
Reading Raw Scores (End)
End of Reception
Line Graph
PIPS Feedback
•
•
•
•
Standardised Scores Table
Grades Table
Value Added Scatter Plot
Key Stage Chances
Year 3 Scores Table
Predictors
picture
non verbal
Attainment
class
name
vocabulary
ability
context
prior
maths
reading
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
Susan
Luke
John
Andrew
Sarah
Helen
Vicky
Harry
Kate
Christine
Stephen
Karen
Roger
Scott
Daniel
Michael
Christopher
Faye
Chloe
Callum
Andrew
Brian
Nicole
David
Amanda
72
38
47
50
49
46
45
56
52
55
56
53
50
53
58
55
*
59
50
55
56
61
58
61
75
42
61
45
57
42
45
44
34
44
49
49
61
33
60
52
60
*
67
71
67
69
47
63
70
70
60
49
46
52
46
45
45
47
48
51
53
56
42
56
54
57
*
62
57
60
61
54
57
64
71
*
43
*
46
47
42
45
45
42
50
*
46
35
45
52
53
55
63
*
53
59
52
*
59
71
41
43
35
44
51
45
51
48
52
47
45
52
56
56
61
61
61
53
58
55
56
67
63
65
61
33
32
42
37
34
44
43
46
43
50
52
48
45
49
48
50
53
62
58
65
64
53
63
62
66
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 Table
Achievement
maths
Attitudes
reading
value added
value added
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
Grade Boundaries
Grade
%age
A
10%
B
15%
C
50%
D
15%
E
10%
Year 3 Scatter Plot
75
Attainment Score
25
3030
3535
4040
4545
5050
5555
6060
6565
7070
70
70
65
65
60
60
55
55
50
50
45
45
40
40
35
35
30
30
25
2
25
25
30
35
40
45
50
Context Score
55
60
65
70
75
Predicted Key Stage 2 Levels
Keystage Two Chances (%)
class
name
Year Group Average
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
EXAMPLE
Susan
Luke
John
Andrew
Sarah
Helen
Vicky
Harry
Kate
Christine
Stephen
Karen
Roger
Scott
Daniel
Michael
Christopher
Faye
Chloe
Callum
Andrew
Brian
Nicole
David
Amanda
<2
1
2
4
4
3
3
2
2
2
1
1
1
1
1
-
Maths level
3
4
5
30 48 21
49
59
59
52
52
49
46
43
40
37
34
28
40
23
23
18
16
12
14
11
11
14
9
6
4
43
33
33
41
41
43
45
47
49
51
52
54
49
55
55
55
54
52
53
51
51
53
49
43
39
6
3
3
5
5
6
7
8
10
11
13
17
10
21
21
26
29
35
32
38
38
32
41
50
56
>6
0

1
1
1
2
4
4
2
2
2
2
1
1
1
1
1
1
-
English level
3
4
5
29 51 18
48
59
59
51
51
48
45
42
39
36
33
27
39
22
22
17
15
12
14
10
10
14
9
6
4
45
35
35
43
43
45
48
50
52
54
56
58
52
60
60
60
59
57
58
56
56
58
54
48
43
5
2
2
4
4
5
6
7
8
9
11
14
8
18
18
23
25
31
28
34
34
28
37
46
53

0

1
-
1
3
3
1
1
1
1
1
1
1
1
-
Science Level
3
4
5
23 54 22
40
52
52
43
43
40
37
34
31
28
26
21
31
16
16
13
11
8
10
7
7
10
6
4
3
52
42
42
50
50
52
54
56
58
59
60
61
58
61
61
59
58
55
57
53
53
57
51
44
38
7
3
3
6
6
7
8
9
11
12
14
18
11
22
22
28
30
36
33
39
39
33
43
52
58

0
1
1
1
1
1
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 Jellis
Research Associate
CEM