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Early Years Assessment

BASE (formerly PIPS)

The early years assessment program uses BASEto assess early reading, phonics and numeracy skills of students in their first year of school. There are two assessments, with the first occurring in weeks 3 and 4 of Term 1 and the second occurring in weeks 2 and 3 of Term 4.

The BASE data is used to identify, as early as possible, students who may need extra support or enrichment. The BASE data helps teachers plan appropriate learning experiences for every child in the class.

Information about the program can be found at the BASE external link website.

Purpose of the Assessment

The intent of any assessment is to determine what an individual knows in an area. The BASE assessment is different from other assessments as the focus is not solely on what the student knows and can answer correctly, but how the student goes about determining the answers. Teachers can gain valuable insight through the one-to-one administration of the assessment.

BASE provides an indication of individual student needs in early literacy and numeracy development. The assessment predicts future performance and assists teachers to identify students who might benefit from early intervention or extension programs. The final assessment provides information on how well students have progressed during the year relative to their starting point. Schools use this data to monitor and revise their teaching programs in the next year of schooling.

BASE is conducted in a supportive environment, and is an integral part of the teaching and learning cycle. The results are used to inform teaching practices relevant to the needs of the individual child.

Reporting on BASE

BASE reports are available to the school principal and relevant teachers to assist with planning and teaching in the classroom. The BASE results are part of the wide range of assessment information collected by teachers.

Individual student reports using BASE results are provided to parents during term two and term four.

Parents and carers are encouraged to discuss their child's progress with teachers, establishing a partnership that supports their child's future learning.