PIPS is not designed for any curriculum framework. Rather it tests what students arrive at school with, and what they gain during the year in terms of Reading, Maths and Phonological Awareness.
PIPS is currently used in Australia, the UK, the Netherlands, Scotland and New Zealand.
PIPS does not distinguish between fluent readers and word readers. However, this is something teachers can note as they administer the assessment.
Students for whom English is a new or an additional language often achieve lower scores compared with other students.
This difference is usually more noticeable with Reading than it is with Maths. As the Picture Vocabulary, Repeating Words and Rhyming Words sections of the assessment are set to measure the student’s aptitude with the English language, these components may be quite challenging to some children.
However, although these students may start school with lower scores, their development is quite often dramatic. The PIPS assessment has proved very useful in evaluating their level of English literacy when they first come to school, and their subsequent progress over the course of that year.
If you feel a student may have problems understanding what is required to complete the assessment, a bilingual adult can help by translating the instructions into the student’s own language. However, it is important that only the instructions be translated, not the vocabulary words themselves.
For instance, with the item “can you point to the ‘carrot’?”, only the question “can you point to the...” should be translated leaving the word “carrot” to be said in English.