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January 7, 2022
PiRA and PUMA tests can provide valuable insights into pupil progress, in this article, we look at how assessments can move a child's learning forward.
Main, P (2022, January 07). PiRA and PUMA: A school guide. Retrieved from https://www.structural-learning.com/post/pira-and-puma-a-school-guide
Progress in Reading Assessment (PiRA) and Progress in Understanding Mathematics Assessment (PUMA) is standardised, curriculum-related series of tests developed to evaluate students' progress in Reading and Maths respectively. Both these tests use age-standardised scores, standardised scores, and the Hodder scale score to access the progress of students with just one paper each term.
As schools begin to rethink their formative assessment processes, we explore how classrooms can generate accurate performance indicators that provide a true picture of pupil progress. Whether you are a UK primary school or an international school, the implications of gauging the current progress of your students are imperative. Summative assessment models don't have to mean lots of laborious paperwork, let technology do the heavy lifting.
The same purpose is served by the NTS Assessments, but NTS Assessments have been developed by the authors of SATs to the National Tests framework. Hence, each of the individual booklet reflects the feel and look of the SATs and is perfect for familiarising pupils with this kind of assessment analysis. This is the main difference both in the look and purpose of the tests. Another difference between the three is that of paper and auto-marked online format. One may administer PiRA and PUMA assessments interactively with auto-marking to save time. But, NTS Assessments are performed in paper format only. They are not available in an online assessment format.
PiRA reading assessments are the curriculum-linked, standardised tests developed for whole-class use, with children of all abilities. Uniquely, PiRA offers 3 tests for a single Primary school year, enabling to keep track of pupils' progress in reading term by term.
PIRA are small tests, providing age-related scores and standardised results, enabling to track student progress through termly scores. The main benefits of PiRA reading assessments include:
The introduction of 'The New National Curriculum' has increased the standards of primary schools style reading. Therefore, it is important to assess children's reading according to the new standardised assessments approach. Based on expert teachers' feedback, the popular PiRA has made many changes. The new format includes questions of increasing difficulty to provide familiarity with the new and advanced SATs-style content.
Trusted by more than 6,000 educational institutes to identify gaps in learning and assess performance from Reception to Year 6, PIRA is available with:
PUMA or Progress in Understanding Mathematics Assessment is a standardised, termly test that helps schools to predict and accurately measure the progress of students in maths and benchmark pupil performance against national averages.
These are straightforward and time efficient standardised assessment papers, used to assess the progress of an entire class – and are simple to mark. PUMA or Progress in Understanding Mathematics Assessment allows schools to accurately assess pupil attainment and predict their progress in maths in primary years.
Rising stars carried out an explicit statistical analysis between the students' outcomes from the PUMA & PiRA tests for Year-2 & Year-6 and the national tests scaled scores. RS Assessment revealed that the raw scores of PIRA & PUMA for children belonging to 56 schools across the country have been connected to the scaled scores obtained by the same students in their actual national tests. Outcomes of RS Assessment were provided as graphs and tables to help teachers in using the outcomes by pupils to relate their own children’s PUMA & PIRA marks to the national tests scaled scores.
At Structural Learning, we use formative assessment techniques to build a picture of what a student really understands. The building block methodology that we have been researching offers classrooms a creative style of assessment that enables children to build what they know. This playful pedagogy can give teachers an insightful performance. But watching the children build and talk their way through their structures, we get a clear picture of all the misconceptions they have developed. This process provides us with authentic assessment for learning opportunities.
Graphic organisers can also be used as part of school tests. These visual tools enable children to organise their ideas which helps them clarify what they actually know. Typically, they are used for reviewing a topic but their utility is much more than that. Mind maps can be integrated into all aspects of school life and offer children regular opportunities to consolidate their knowledge.
Many school leaders are concerned about the percentage of pupils across the country showing underperformance against age-related expectations. Diagnostic PiRA & PUMA tests help to improve their overall performance by identifying these children more effectively through the Hodder education score and specifying the distinct areas in learning that they need more support with. The PUMA & PIRA provides a powerful analysis of students' abilities which is shared with pupils, parents, teachers, and school leaders. If these professional reports of individual performance indicate a sudden drop in students' performance, teachers can apply more targeted teaching for the students.
The flexibility of PUMA & PiRA is something worth considering. By using assessments like PUMA & PiRA, schools won't only be able to reduce the workload of the teachers, but they would also improve the overall academic performance of the children. At the SLT level, PUMA & PiRA provide a fast and useful way to capture the entire school picture in terms of student attainment.
Here are five key studies that explore alternative methods and assessment tools for evaluating student learning in reading and mathematics. These studies focus on various assessment strategies and tools, their efficacy, and how they can be used to track progress and identify gaps in learning.
1. Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice.
Summary: This paper explores the complexities and tensions in classroom assessment practices, including formative and summative assessments. It highlights the need for reliable assessment outcomes and discusses various assessment tools that can help teachers identify gaps in student learning and track progress across different age ranges.
2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Summary: This seminal work reviews the role of formative assessment in classroom learning. It emphasizes the importance of using assessment to inform instruction and improve learning outcomes, providing a comprehensive analysis of assessment processes and tools that support gap analysis and progress tracking.
3. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
Summary: Stiggins discusses the crisis in assessment practices, advocating for a shift towards assessment for learning rather than assessment of learning. The paper explores how assessment maps and tools can be used to enhance teaching strategies and ensure reliable assessment outcomes in various educational settings.
4. Shanahan, T., & Lonigan, C. J. (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher, 39(4), 279-285.
Summary: This study summarizes the findings of the National Early Literacy Panel, focusing on effective assessment practices for early literacy. It highlights the importance of using representative samples and age-appropriate assessment tools to measure reading skills and identify areas for improvement.
5. Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
Summary: Wiliam provides an in-depth analysis of assessment for learning, discussing its principles and practical applications. The study emphasizes the role of formative assessment in improving student learning and offers insights into how teachers can use assessment data to inform instruction and support student progress.
These studies collectively provide a comprehensive overview of effective assessment practices, tools, and strategies that can be used to evaluate and enhance student learning in reading and mathematics. They highlight the importance of reliable assessment outcomes, gap analysis, and the integration of technology to support teaching and learning processes.
Progress in Reading Assessment (PiRA) and Progress in Understanding Mathematics Assessment (PUMA) is standardised, curriculum-related series of tests developed to evaluate students' progress in Reading and Maths respectively. Both these tests use age-standardised scores, standardised scores, and the Hodder scale score to access the progress of students with just one paper each term.
As schools begin to rethink their formative assessment processes, we explore how classrooms can generate accurate performance indicators that provide a true picture of pupil progress. Whether you are a UK primary school or an international school, the implications of gauging the current progress of your students are imperative. Summative assessment models don't have to mean lots of laborious paperwork, let technology do the heavy lifting.
The same purpose is served by the NTS Assessments, but NTS Assessments have been developed by the authors of SATs to the National Tests framework. Hence, each of the individual booklet reflects the feel and look of the SATs and is perfect for familiarising pupils with this kind of assessment analysis. This is the main difference both in the look and purpose of the tests. Another difference between the three is that of paper and auto-marked online format. One may administer PiRA and PUMA assessments interactively with auto-marking to save time. But, NTS Assessments are performed in paper format only. They are not available in an online assessment format.
PiRA reading assessments are the curriculum-linked, standardised tests developed for whole-class use, with children of all abilities. Uniquely, PiRA offers 3 tests for a single Primary school year, enabling to keep track of pupils' progress in reading term by term.
PIRA are small tests, providing age-related scores and standardised results, enabling to track student progress through termly scores. The main benefits of PiRA reading assessments include:
The introduction of 'The New National Curriculum' has increased the standards of primary schools style reading. Therefore, it is important to assess children's reading according to the new standardised assessments approach. Based on expert teachers' feedback, the popular PiRA has made many changes. The new format includes questions of increasing difficulty to provide familiarity with the new and advanced SATs-style content.
Trusted by more than 6,000 educational institutes to identify gaps in learning and assess performance from Reception to Year 6, PIRA is available with:
PUMA or Progress in Understanding Mathematics Assessment is a standardised, termly test that helps schools to predict and accurately measure the progress of students in maths and benchmark pupil performance against national averages.
These are straightforward and time efficient standardised assessment papers, used to assess the progress of an entire class – and are simple to mark. PUMA or Progress in Understanding Mathematics Assessment allows schools to accurately assess pupil attainment and predict their progress in maths in primary years.
Rising stars carried out an explicit statistical analysis between the students' outcomes from the PUMA & PiRA tests for Year-2 & Year-6 and the national tests scaled scores. RS Assessment revealed that the raw scores of PIRA & PUMA for children belonging to 56 schools across the country have been connected to the scaled scores obtained by the same students in their actual national tests. Outcomes of RS Assessment were provided as graphs and tables to help teachers in using the outcomes by pupils to relate their own children’s PUMA & PIRA marks to the national tests scaled scores.
At Structural Learning, we use formative assessment techniques to build a picture of what a student really understands. The building block methodology that we have been researching offers classrooms a creative style of assessment that enables children to build what they know. This playful pedagogy can give teachers an insightful performance. But watching the children build and talk their way through their structures, we get a clear picture of all the misconceptions they have developed. This process provides us with authentic assessment for learning opportunities.
Graphic organisers can also be used as part of school tests. These visual tools enable children to organise their ideas which helps them clarify what they actually know. Typically, they are used for reviewing a topic but their utility is much more than that. Mind maps can be integrated into all aspects of school life and offer children regular opportunities to consolidate their knowledge.
Many school leaders are concerned about the percentage of pupils across the country showing underperformance against age-related expectations. Diagnostic PiRA & PUMA tests help to improve their overall performance by identifying these children more effectively through the Hodder education score and specifying the distinct areas in learning that they need more support with. The PUMA & PIRA provides a powerful analysis of students' abilities which is shared with pupils, parents, teachers, and school leaders. If these professional reports of individual performance indicate a sudden drop in students' performance, teachers can apply more targeted teaching for the students.
The flexibility of PUMA & PiRA is something worth considering. By using assessments like PUMA & PiRA, schools won't only be able to reduce the workload of the teachers, but they would also improve the overall academic performance of the children. At the SLT level, PUMA & PiRA provide a fast and useful way to capture the entire school picture in terms of student attainment.
Here are five key studies that explore alternative methods and assessment tools for evaluating student learning in reading and mathematics. These studies focus on various assessment strategies and tools, their efficacy, and how they can be used to track progress and identify gaps in learning.
1. Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice.
Summary: This paper explores the complexities and tensions in classroom assessment practices, including formative and summative assessments. It highlights the need for reliable assessment outcomes and discusses various assessment tools that can help teachers identify gaps in student learning and track progress across different age ranges.
2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Summary: This seminal work reviews the role of formative assessment in classroom learning. It emphasizes the importance of using assessment to inform instruction and improve learning outcomes, providing a comprehensive analysis of assessment processes and tools that support gap analysis and progress tracking.
3. Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.
Summary: Stiggins discusses the crisis in assessment practices, advocating for a shift towards assessment for learning rather than assessment of learning. The paper explores how assessment maps and tools can be used to enhance teaching strategies and ensure reliable assessment outcomes in various educational settings.
4. Shanahan, T., & Lonigan, C. J. (2010). The National Early Literacy Panel: A summary of the process and the report. Educational Researcher, 39(4), 279-285.
Summary: This study summarizes the findings of the National Early Literacy Panel, focusing on effective assessment practices for early literacy. It highlights the importance of using representative samples and age-appropriate assessment tools to measure reading skills and identify areas for improvement.
5. Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
Summary: Wiliam provides an in-depth analysis of assessment for learning, discussing its principles and practical applications. The study emphasizes the role of formative assessment in improving student learning and offers insights into how teachers can use assessment data to inform instruction and support student progress.
These studies collectively provide a comprehensive overview of effective assessment practices, tools, and strategies that can be used to evaluate and enhance student learning in reading and mathematics. They highlight the importance of reliable assessment outcomes, gap analysis, and the integration of technology to support teaching and learning processes.
