Publications

Tymms, P. Howie, S., Merrell, C., Combrinck, C., and Copping, L., (2017) The First Year at School in the Western Cape: Growth, Development and Progress Nuffield Foundation. http://www.cem.org/attachments/Tymms-41637-SouthAfricaFinalReport-Oct-2017.pdf

Archer, Elizabeth, Scherman, Vanessa, Coe, Robert, and Howie, Sarah Jane. (2010).  Finding the best fit:  the adaptation and translation of the Performance Indicators for Primary Schools (PIPS) for the South African context. Perspectives in Education, 28(1), 77-88.

Bäuerlein, K., Faust, G., Franz, U., Jost, M. and Schneider, W. (2010).  Fähigkeitsindikatoren Primarschule (FIPS) - Erprobung und Weiterentwicklung einer internationalen computerbasierten Schulanfangsdiagnose.  [Performance Indicators for Primary Schools (PIPS) - testing and development of an international computerized instrument for the beginning of school].  In M. Hasselhorn and W. Schneider (Eds), Frühprognose schulischer Kompetenzen, Tests und Trends.  Göttingen, Hogrefe  9, 85-108.

Bäuerlein, K., Niklas, F. and Schneider, W. (2014).  Fähigkeitsindikatoren Primarschule (FIPS) - Überprüfung des Lernerfolgs in der ersten Klasse [Performance Indicators for Primary Schools (PIPS) - Evaluation of learning success in Grade 1].  In M. Hasselhorn, W. Schneider and U. Trautwein (Eds), Lernverlaufsdiagnostik, Tests und Trends.  Göttingen, Hogrefe  9, 127-144.

CEM Centre (1999).  Performance Indicators in Primary Schools: Baseline Assessment: Technical Report: CD-ROM Version. Durham, CEM Centre, University of Durham.

Copping, L.T., Cramman, H., Gott, S., Gray, H. and Tymms, P. (2016).  Name writing not length of name is predictive of future academic attainment.  Educational Research.  doi: 10.1080/00131881.2016.1184949.  http://www.tandfonline.com/doi/full/10.1080/00131881.2016.1184948

Demetriou, A., Merrell, C.. and Tymms, P. (2017).  Mapping and predicting literacy and reasoning skills from early to later primary school.  Learning and Individual Differences 54, 217-225.

Haan de, A.K.E., Elbers, E., Hoofs, H. and Leseman, P. (2013).   Targeted versus mixed presschools and kindergartens:  Effects of class composition and teacher-managed activities on disadvantaged chidren's emergent academic skills.  School Effectiveness and School Improvement, 24(2), 177-194.

Haan de, A.K.E., Elbers, E. and Leseman, P.P.M. (2014).  Teacher- and child-managed academic activities in preschool and kindergarten and their influence on children's gains in emergent academic skills.  Journal of Research in Childhood Education, 28(1), 43-58.

Hawker, D. (2015).  Baseline assessent in an international context.  In Dixon, P. (Ed).  Handbook of International Development and Education. pp 305.

Hoeven-van Doornum van der, A. (2004).  Cognitive and Social Profiles: Predictors and Outcomes of Educational Achievement in the Lower Years of Primary School from the Perspective of WSNS (Going to School Together).  Nijmegen, ITS, Universiteit van Nijmegen.

Hoeven-van Doornum van der, A. (2005).  Development on scale, instruction at measure: OBIS, a system of value added indicators in primary education.  Nijmegen, ITS, Radboud Universiteit Nijmegen.

Hoeven-van Doornum van der, A. and Tymms, P. (2005).  The prediction of learning progress in young children using social-ethnic background or baseline assessment as predictors.  Development on scale, instruction at measure: OBIS, a system of value added indicators in primary education. A. v. d. H.-v. Doornum. Nijmegen, ITS, Radboud Universiteit Nijmegen: Chapter 5, pp 101-111.

Ivanova, A., Kardanova, E., Merrell, C., Tymms, P. and Hawker, D. (2016).  Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school.  Assessment in Education: Principles, Policy and Practice, 1-9.

Kardanova, E., Ivanova, A., Merrell, C., Hawker, D. and Tymms, P. (2014).  The role of iPIPS assessment in providing high quality value added information on school and system effectiveness within and between countries.  Basic Research Program Working Papers:  National Research University, Higher School of Economics.

McGuinness, C., Sproule, L., Bojke, C., Trew, K., and Walsh, G. (2013).  Impact of a play‐based curriculum in the first two years of primary school: literacy and numeracy outcomes over seven years.  British Educational Research Journal.

Merrell, C. and Bailey, K. (2012).  Predicting Achievement in the Early Years: How influential is personal, social and emotional development? Online Educational Research Journal (http://www.oerj.org/View?action=viewPaper&paper=55.

Merrell, C., Styles, I., Jones, P., Tymms, P. and Wildy, H. (2013).  Cross-country comparisons of inattentive, hyperactive and impulsive behaviour in school-based samples of young children.  International Research in Early Childhood Education, 4(1), 1-17.

Merrell, C. and Tymms, P. (2001).  Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress.  British Journal of Educational Psychology, 71, 43-56.

Merrell, C. and Tymms, P. (2005).  Rasch analysis of inattentive, hyperactive and impulsive behaviour in young children and the link with academic achievement.  Journal of Applied Measurement, 6 (1), 1-18.

Merrell, C. and Tymms, P.B. (2005).  International comparisons of early literacy.  Literacy Today, 18-19.

Merrell, C. and Tymms, P. (2007).  What children know and can do when they start school and how this varies between countries.  Journal of Early Childhood Research, 5 (2), 115-134.

Merrell, C., & Tymms, P. (2011).  Changes in Children's Cognitive Development at the Start of School in England 2001-2008.  Oxford Review of Education, 37 (3), 333-345.

Merrell, C., & Tymms, P. (2016).  Assessing young children:  Problems and solutions.  In UNESCO (Eds), Understanding what works in oral reading assessment (pp126-133), Montreal, Canada: UNESCO Institute for Statistics.  http://www.uis.unesco.org/Education/Documents/what-works-oral-reading-assessments.pdf

Merrell, Christine, Tymms, Peter, and Jones, Paul. (2003).  The impact of pre-school education on language and mathematical development. Paper presented at the 13th European Early Childhood Educational Research Association Annual Conference, Glasgow.

Niklas, F., & Schneider, W. (2017).  Home learning environment and development of child competencies from Kindergarten until the end of elementary school.  Contemporary Educational Psychology.

Peasant, K., Frank, N.  and Schneider, W. (2014).  Fähigkeitsindikatoren Primarschule (FIPS) – Überprüfung des Lernerfolgs in der ersten Klasse.  Formative Leistungsdiagnostik. Tests und Trends. N.F. Vol. 12 : Formative Leistungsdiagnostik. M. Hasselhorn, Schneider, W. &  Trautwein, U., Göttingen: Hogrefe 12.

Sayal, K., Owen, V., White, K., Merrell, C., Tymms, P. and Taylor, E. (2010).  Impact of early school-based screening and intervention programs for ADHD on children's outcomes and access to services.  Archives of Pediatrics & Adolescent Medicine, 164 (5), 462-469.

Styles, I., Wildy, H., Pepper, V., Faulkner, J. and Berman, Y. (2014).  Australian Indigenous students' performance on the PIPS-BLA Reading and Mathematics scales: 2011-2013.  International Research in Early Childhood Education, 5 (1), 103-123.

Tymms, Peter. (1999a).  Baseline Assessment and Monitoring in Primary Schools:  Achievements, Attitudes and Value-added Indicators.  London: David Fulton Publishers.

Tymms, P. B. (1999b).  Baseline assessment, value-added and the prediction of reading.  Journal of Research in Reading, 22 (1), 27-36.

Tymms, Peter. and Albone, Stephen. (2002).  Performance indicators in primary schools.  In Visscher, A.J. and Coe, R. (Eds.).  School Improvement Through Performance Feedback.  Lisse/Abingdon/Exton PA/Tokyo, Swetz & Zeitlinger, 191-218.

Tymms, Peter, Brien, David, Merrell, Christine, Collins, Judith, and Jones, Paul. (2003).  Young deaf children and the prediction of reading and mathematics.  Journal of Early Childhood Research, 1 (2), 197-212.

Tymms, P., Jones, P., Albone, S., and Henderson, B. (2009).  The first seven years at school.  Educational Assessment, Evaluation and Accountability, 21, 67-80.

Tymms, P.B., Jones, P., Merrell, C., Henderson, B. and Cowie, M. (2004).  Children Starting School in Scotland.  A report of research funded by the Scottish Executive Education Department.  http://www.scotland.gov.uk/Resource/Doc/36496/0009634.pdf

Tymms, P. and Merrell, C. (2006).  The impact of screening and advice on inattentive, hyperactive and impulsive children.  European Journal of Special Needs Education, 21 (3), 321-337.

Tymms, P. and Merrell, C. (2009).  On-entry baseline assessment across cultures.  In Anning, A., Cullen, J. and Fleer, M. (Eds.).  Early Childhood Education: Society & Culture, (2nd edition), pp 117-128, 226.  London: Sage Publications.

Tymms, Peter, and Merrell, Christine. (2011).  ADHD and academic attainment:  Is there an advantage in impulsivity?  Learning and Individual Differences, 21, 753-758.

Tymms, P., Merrell, C. and Buckley, H. (2016).  Children's development at the start of school in Scotland and the progress made during their first year.  An analysis of PIPS Baseline and follow-up assessment data.  Research report for the Scottish Government.  http://www.gov.scot/Publications/2015/12/5532/0

Tymms, Peter, Merrell, Christine, Hawker, David and Nicholson, Frazer (2014).  Performance indicators in Primary Schools:  A comparison of performance on entry to school and the progress made in the first year in England and four other jurisdictions.  A report for the DfE.  https://www.gov.uk/government/publications/performance-indicators-in-primary-schools

Tymms, P., Merrell, C. and Henderson, B. (1995).  Pre-School Experience: An Analysis of Reception Assessment Data.  A report for the Audit Commission: Available from the Commission: CEM Centre, Newcastle University.

Tymms, P., Merrell, C. and Henderson, B. (1997).  The First Year at School: A quantitative investigation of the attainment and progress of pupils.  Educational Research and Evaluation, 3 (2), 101-118.

Tymms, P., Merrell, C. and Henderson, B. (2000).  Baseline assessment and progress during the first three years at school.  Educational Research and Evaluation, 6 (2), 105-109.

Tymms, Peter., Merrell, Christine., Henderson, Brian., Albone, Stephen. and Jones, Paul. (2012).  Learning difficulties in the primary school years:  Predictability from On-Entry Baseline Assessment.  Online Educational Research Journal.

Tymms, P., Merrell, C. and Jones, P. (2004).  Using baseline assessment data to make international comparisons.  British Educational Research Journal, 30 (5), 673-689.

Tymms, Peter, Merrell, Christine, and Wildy, Helen. (2014).  The progress of pupils in their first year across classes and educational systems.  British Educational Research Journal.

Tymms, Peter, and Preedy, Pat. (1998).  The attainment and progress of twins at the start of school. Educational Research, 40 (2), 243-249.

Tymms, Peter, and Williams, Dyfrig. (1996).  Baseline Assessment and Value Added (pp. 73).  London: School Curriculum and Assessment Authority.

Tymms, P. and M. Wylde (2003).  Basispruefverfahren und Dauerbeobachtung in der Grundschule.  Anschlussfaehige Bildungsprozesse im Elementar- und Primarbereich, University of Bamberg, Verlag Julius Klinkhardt: Bad Heilbrunn.

Vidmar, M. and Zupančič, M. (2006).  PIPS: Preizkus temeljnih kompetentnosti otrok ob vstopu v solo - začetni preizkus in spremljanje [PIPS: On-Entry Baseline Assessment and Follow-up. Unpublished]. Neobjavljeno gradivo, Pedagoški institute, Ljubljana.

Vidmar, M. and Zupančič, M. (2007).  PIPS: Preizkus temeljnih kompetentnosti otrok ob vstopu v solo - dodatek [PIPS: Extension. Unpublished]. Neobjavljeno gradivo, Pedagoški institute, Ljubljana.

Vidmar, M., Niklas, F., Schneider, W., and Hasselhorn, M. (2016).  On-entry assessment of school competencies and academic achievement: A comparison between Slovenia and Germany.  European Journal of Psychology of Education, 1 (21).

Vidmar, Masa, and Tymms, Peter. (2009). Performance Indicators in Primary Schools:  On-Entry Baseline Assessment and Follow-up Material (PIPS-BA) Znanstvena Porocila Pedagoskega Instituta. Ljubljana: Pedagoski Institut.

Wildy, Helen, and Styles, Irene. (2008a).  Measuring what students entering school know and can do:  PIPS Australia 2006-2007.  Australian Journal of Early Childhood, 33 (4), 43-52.

Wildy, Helen, and Styles, Irene. (2008b).  Measuring what Australian students entering primary school know and can do. Journal of Australian Research in Early Childhood Education, 15 (2), 75-85.

Wolgemuth, J., Savage, R., Helmer, J., Lea, T., Harper, H., Chalkiti, K., Bottrell, C., Abrami, P. (2011).  Using computer-based instruction to improve Indigenous early literacy in Northern Australia:  A quasi-experimental study.  Australasian Journal of Educational Technology, 27 (4), 727-750.

Wolgemuth, J., Savage, R., Abrami, P., Helmer, J., Lea, T., Harper, H., Tess, L. (2014).  Examining the impact of ABRACADABRA on early literacy in Northern Australia:  An implementation fidelity analysis.  The Journal of Education Research, 1-13.