iPIPS is a unique international study of children starting school which has the potential to fill an important gap. It will provide policy-relevant information about children starting school and their progress during the first year, helping to contextualise PISA data and helping to answer questions about the progress that children make, around the world.
iPIPS is led by a team from the Centre for Evaluation and Monitoring, Durham University, UK. It is based on an assessment system which has been developed over the last 20 years and has been used with more than two million children in various countries.
A paper will be published shortly involving iPIPS in Russia. It looks at the maths attainment of children starting school with comparisons from England and Scotland. For more information, please contact Peter Tymms (firstname.lastname@example.org)
'Assessing young children: Problems and solutions' by Tymms P and Merrell C has been published by UNESCO 'Understanding what works in oral reading assessments'.
Educational Research have published a paper by CEM on 'Name writing ability not length of name is predictive of future academic attainment'. See also article in TES.