Each jurisdiction works to tight briefs on the assessment content, the sampling frame, adaptations and equating, administrative procedures, analysis and reporting. We work with each jurisdiction on an iterative process of adaptations and translations to the PIPS baseline assessment. During this stage, a series of trials are conducted with children to ensure the robust development of both the assessment itself and the process of administration in that country.
Once the assessment has been adapted for use in a jurisdiction, a sampling framework and timing agreed, the assessment phase begins and the assessment is administered both at the start and end of the school year. Typically, a sample of approximately 3,000 children is recommended. After analysis, feedback is given to the schools involved in the pilot for both time points and iPIPS reports are written for the two assessments for both that jurisdiction and an overall iPIPS comparative report comparing the results from the various countries involved.
Examples of reports can be seen in the documents which are linked below:
Report for South Africa (October 2016)
Report for Scotland (January 2016)
Report for England (June 2014)
Report for Scotland (July 2005)
We now want to open the study to a greater number of countries/jurisdictions.
The iPIPS Study has been running since 2013. The PIPS baseline assessment has been successfully adapted in South Africa and Russia and adaptations are currently underway in China and Brazil for the new iPIPS assessment which is now available in five languages. We have been working with these countries to establish the first round of the international study, with international comparisons. Start and end of year assessments have been carried out in Russia. Start of year assessments have carried out in three languages in the Western Cape of South Africa. The end of year assessment is planned for later in 2016.