List of publications arising from the PIPS start and end of reception assessment

March 2022

Tymms, P., Narayanan, A., Mathot, G., Mokokoane, T., Matsau, M., Sekoala, V., Lekholoane, M., Pasa, D., Malimabe, M., Mathibeli, M. and Ntsoebea, M. (2022) Report on the end of 2021 MTM assessment

Santos, K. P.; Bartholo, T. L. Koslisnki, M. C. (2021) The relationship between cognitive development, behavior indicators and Personal, Social and Emotional Development in Preschool. Revista Ensaio. Pre-Print

Castro, D. L. (2021) Public or Private School: The Impact of School Network On Learning and Inequality. Masters Dissertation. Post-Graduation Program in Education. Federal University of Rio de Janeiro, 2021.

Kuzmina, Y., Ivanova, A., & Kanonirs, G. (2021). Inattention, hyperactivity/impulsivity, and mathematics: Exploring gender differences in a nonclinical sample. Research in Developmental Disabilities, 119, 104107.

de Aguiar, D. K., Tymms, P. B., Koslinski, M. C., de Araújo, C. G. S., & Bartholo, T. L. (2021). Cognitive Development and Non-Aerobic Physical Fitness in Preschoolers: a Longitudinal Study. Lecturas: Educación Física y Deportes, 26(281), 21-42.

Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021, June). Agent-based simulation of the classroom environment to gauge the effect of inattentive or disruptive students. In International Conference on Intelligent Tutoring Systems (pp. 211-223). Springer, Cham.

Alharbi, K., Cristea, A. I., Shi, L., Tymms, P., & Brown, C. (2021, June). Agent-Based Classroom Environment Simulation: The Effect of Disruptive Schoolchildren’s Behaviour Versus Teacher Control over Neighbours. In International Conference on Artificial Intelligence in Education (pp. 48-53). Springer, Cham.

Combrinck, C., & du Preez, H. (2021). Validation of the ADHD-Behaviour Rating Scale for early childhood teacher use in South African classrooms. Journal of Psychology in Africa, 31(1), 61-68.

Ivanova A., Kardanova E. Checking the Possibility of an International Comparative Study of Reading Literacy Assessment for Children Starting School // Educational Studies. 2020. № 4. P. 8-36. Doi /

Bartholo, T. L., Koslinski, M. C., Costa, M. D., Tymms, P., Merrell, C., & Barcellos, T. M. (2020). The use of cognitive instruments for research in early childhood education: constraints and possibilities in the Brazilian context. Pro-Posições, 31.

Bartholo, T., & Koslinski, M. C. (2020). FIRST TWO YEARSAT SCHOOL. Getting Evidence into Education: Evaluating the Routes to Policy and Practice.

Lubenko J., Kuzmina Y., Kanonire T. The Effects of Intrinsic and Extrinsic Reading Motivation on Reading Performance in Primary School // Journal of Research in Childhood Education. 2020 doi/

Aguiar, D. K.; Bartholo, T. L. The association between non-aerobic physical fitness and academic performance in preschool children. Revista Ciência & Desenvolvimento (Eletrônica), 2019 Forthcoming

Bartholo, T. L., Koslinski, M. C., Costa, M. D., & Barcellos, T. (2019). What do children know upon entry to pre-school in Rio de Janeiro?. Ensaio: Avaliação e Políticas Públicas em Educação, (AHEAD).

Ilyushina N., Kuzmina Y., Kaiky D. the Deficit of Phonological Processing Associated with both Maths and Reading Difficulties Rather than Separate Maths or Reading Difficulties / Издательский дом НИУ ВШЭ. Series WP BRP "PSYCHOLOGY". 2019. No. 107.

Kuzmina Y., Ivanova A., Kaiky D. The effect of phonological processing on mathematics performance in elementary school varies for boys and girls: Fixed‐effects longitudinal analysis // British educational research journal. 2019. Vol. 45. No. 3. P. 640-661. Doi/

Ivanova A., Kardanova-Birukova K. Constructing a Russian-Language Version of the International Early Reading Assessment Tool // Educational Studies. 2019. № 4. P. 93-115. Doi /

Koslinski, M.C., Bartholo, T.L. The impact of Early Childhood Development Policy In The First Year at School. Estudos Em Avaliação Educacional (Impresso), 2019 - forthcoming.

Bartholo, T.L, Aguiar, D.K, Tavares Junior, F. Relationship between Non-Aerobic Physical Fitness and Mathematical Performance in Children from 4 to 7 years. Lecturas Educación Física y Deportes, 2019 - forthcoming.

Bartholo, T.L., Campelo Koslinski, M., da Costa, M., Tymms, P., Merrell, C. and Mendonça Barcellos, T. (in press – accepted 24th Feb 2019). Monitoring Early Childhood Education in The Brazilian Context: Constraints and Possibilities. Pro-Posições

Cramman, H., Gott, S., Little, J., Merrell, C., Tymms, P., & Copping, L. T. (2018). Number identification: a unique developmental pathway in mathematics?. Research Papers in Education, 1-27.

Braginets E., Kardanova E., Panasenko E. The Relationship between the Use of New Technologies and Tools and the Academic Achievement of Elementary School Students / Russian Education and Society. 2018. Vol. 60. No. 6. P. 477-495. Doi/

Mtsatse, Nangamso, and Celeste Marie Combrinck. "Dialects matter: The impact of dialects and code-switching on the literacy and numeracy achievement of isiXhosa Grade 1 learners in the Western Cape." Journal of Education 72 (2018): 20-37.

Kuzmina Y., Ivanova A. The effects of academic class composition on academic progress in elementary school for students with different levels of initial academic abilities // Learning and Individual Differences. 2018. No. 64. P. 43-53. Doi /

Orel E., Irina Brun, Kardanova E., Antipkina I. Developmental Patterns of Cognitive and Non-Cognitive Skills of Russian First-Graders // International Journal of Early Childhood. 2018. Vol. 50. No. 3. P. 297-314. Doi /

Tymms, P., Merrell, C., & Bailey, K. (2018). The long-term impact of effective teaching. School Effectiveness and School Improvement, 29(2), 242-261.

Aleksic, G., Merrell, C., Ferring, D., Tymms, P. and Klemenović, J., (2018). Links between socio-emotional skills, behaviour, mathematics and literacy of preschool children in Serbia. European journal of psychology of education

Vasilyeva M., Dearing E., Ivanova A., Shen C., Kardanova E. (2018) Testing the family investment model in Russia: Estimating indirect effects of SES and parental beliefs on the literacy skills of first-graders // Early Childhood Research Quarterly. No. 42. P. 11-20.

Kardanova E., Ivanova A., Sergomanov P., Kanonir T., Antipkina I., Kayky D. (2018). Obobshchennyye tipy razvitiya pervoklassnikov na vkhode v shkolu. Po materialam issledovaniya iPIPS. [Developmental types of the Russian first-graders at the entrance to school (Based on the research materials of iPIPS project) // Voprosy obrazovaniya. 1. (in Russian)

Orel E., Ponomareva A. (2018). Patterny sotsial'no-emotsional'nogo razvitiya pervoklassnika na vkhode v shkolu. [Patterns of social and emotional development of a first-graders at the entrance to school]. Psikhologiya. Zhurnal Vysshey shkoly ekonomiki, 1. (in Russian)

Boereboom, J. & Tymms, P. (2018). Is there and optimum age for starting school in New Zealand?. NZ International Research in Early Childhood Education Journal, 21(2), 32-44.

Boereboom, J. & Cramman, H. (2018). Primary school entry assessment in New Zealand. NZ International Research in Early Childhood Education Journal, 21(1), 47 - 61. Retrieved from

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, report

Antipkina I., Kuznetsova M. , Kardanova E. (2017) Chto sposobstvuyet i chto meshayet progressu detey v chtenii. [ What factors help and hinder children’s progress in reading ]. Voprosy obrazovaniya. 2. (in Russian) . 2017. № 2. С. 206-233 /

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

Niklas, F., & Schneider, W. (2017). Home Learning Environment and Development of Child Competencies from Kindergarten until the End of Elementary School. Contemporary Educational Psychology.

Kuzmina Y., Ivanova A., Antipkina I. (2017) Direct and indirect effects of phonological ability and vocabulary knowledge on math performance in elementary school / NRU HSE. Series WP BRP "PSYCHOLOGY".

Ivanova, A., Kardanova E., Merell, 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 & Practice 1-19

Merrell, C., & Tymms, P. (2016). Assessing young children: Problems and solutions. In UNESCO (Ed.), Understanding what works in oral reading assessment (pp. 315). Montreal, Canada: UNESCO Institute for Statistics.

Ivanova A., Kuznetsova M., Semenov S., Fedorova T. (2016). Gotovnost' pervoklassnikov k shkole i faktory, yeye opredelyayushchiye: vyyavleniye regional'nykh osobennostey. [ School Readiness of First-Graders and Its Factors:Identifying Region-Specific Characteristics ], Voprosy obrazovaniya. 4 (in Russian)

Copping, L. T., Cramman, H., Gott, S., Gray, H., & Tymms, P. (2016). Name writing ability not length of name is predictive of future academic attainment. Educational Research. doi: 10.1080/00131881.2016.1184948

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 school year: An analysis of PIPS baseline and follow-up assessment data. Research report for the Scottish Government. ISBN: 9781785448942.

Hawker, D. (2015). 17. Baseline assessment in an international context. Handbook of International Development and Education, 305

de Haan, A. K. E., Elbers, E., & Leseman, P. P. M. (2014). Teacher- and child-managed academic activities in preschool and kindergarten and their influence on children's gains in emerent academic skills. Journal of Research in Childhood Education, 28(1), 43-58. doi: 10.1080/02568543.2013.851750

Kardanova, E., Ivanova, A., Merrell, C., Hawker, D., & 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.

Tymms, P., Merrell, C., & Wildy, H. (2014). The progress of pupils in their first school year across classes and educational systems. British Educational Research Journal.

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

Tymms, P., Merrell, C., Hawker, D. and Nicholson, F. (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: Research report. Department for Education: London.

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: AnImplementation Fidelity Analysis The Journal of Educational Research, 00:1–13,

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.

de Haan, A. K. E., Elbers, E., Hoofs, H., & Leseman, P. (2013). Targeted versus mixed preschools and kindergartens: Effects of class composition and teacher-managed activities on disadvantaged children's emergent academic skills. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24(2), 177-194. doi: 10.1080/09243453.2012.749792

McGuinness, C., L. Sproule, et al. (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., 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 Vol 4, 1

Merrell, C. and Bailey, K. (2012) Predicting Achievement in the Early Years: How Influential is Personal, Social and Emotional Development? Online educational research Journal (

Tymms, P., Merrell, C., Henderson, B., Albone, S., & Jones, P. (2012 (June)). Learning Difficulties in the Primary School Years: Predictability from On-Entry Baseline Assessment. Online Educational Research Journal.

Tymms, P.B. and Merrell, C. (2011) ADHD and academic attainment; is there an advantage in impulsivity Learning and Individual Differences

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

Wolgemuth, J., Savage, R., Helmer, J., Lea, T., Harper, H., Chalkiti, K., . . . 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.

Bäuerlein, K., Franz, U., Jost, M. & Schneider, W. (2010). Fähigkeitsindikatoren Primarschule (FIPS) - Erprobung und Weiterentwicklung einer internationalen computerbasierten Schulanfangsdiagnose Tests and Trends: Frühprognose schulischer Kompetenzen. M. H. W. Schneider. Göttingen, Hogrefe 9.

Sayal, K., V. Owen, White, Merrell, Tymms and Taylor. (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.

Archer, E., V. Scherman, R. Coe and S. J. Howie (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

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

Tymms, P., & Merrell, C. (2009). On-Entry Baseline Assessment Across Cultures. In A. Anning, J. Cullen & M. Fleer (Eds.), Early Childhood Education: Society & Culture, 2nd edition (2nd edition ed., pp. 117-128, 226). London: Sage Publications.

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

Wildy, H., & Styles, I. (2008). What Australian students entering primary school know and can do. Journal of Australian Research in Early Childhood Education, 15(2), 75-85.

Vidmar, M. and P. Tymms (08/09). Performance Indicators in Primary Schools: On-Entry Baseline Assessment and Follow-Up Material (PIPS-BA). Znanstvena Porocila Pedagoskega Instituta. Ljubljana, Pedagoski Institut.

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.

Tymms, P. and Merrell, C. (2006) The Impact of Screening and Advice on Inattentive, Hyperactive and Impulsive Children, European Journal of Special Educational Needs 21(3) p 321 – 337.

Merrell, C. and Tymms, P.B. (2005). International Comparisons Of Early Literacy. Literacy Today March 2005 18-19.

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) p1 - 18.

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

van der Hoeven-van Doornum, A. and P. Tymms (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, pages 101-111.

Tymms, P., Merrell, C. and Jones, P. (2004) Using Baseline Assessment Data To Make International Comparisons, British Educational Research Journal, 30(5) p673 – 689.

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. (downloadable)

van der Hoeven-van Doornum, 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.

Tymms, P., Brien, D., Merrell, C., Collins, J. and Jones, P. (2003) Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research 1(2): 197 – 212.

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.

Merrell, C., Tymms, P. and Jones, P. (2003). The Impact of Pre-School Education on Language and Mathematical Devleopment. 13th European Early Childhood Educational Research Association Annual Conference, Glasgow.

Tymms, P. and S. Albone (2002). Performance Indicators in Primary Schools. School Improvement Through Performance Feedback. A. J. Visscher and R. Coe. Lisse/Abingdon/Exton PA/Tokyo, Swetz & Zeitlinger: 191-218.

Merrell, C. and Tymms, P. (2001) Inattention, hyperactivity and impulsiveness: Their impact on academic achievement and progress, British Journal of Educational Psychology, 71, p43 – 56.

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) p105 – 109.

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

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

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

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

Tymms, P., Merrell, C., & 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., & Williams, D. (1996). Baseline Assessment and Value-added (REF: COM/96/578). London: School Curriculum and Assessment Authority.

Tymms, P., Merrell, C., & 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.