This chapter recounts the history and development of the project on which the book is based. In 1992, the acronym PIPS (Performance Indicators in Primary Schools) was created, leading to the development of a research project. PIPS expanded over the years and gained popularity, with millions of students participating and adaptations into multiple languages. Feedback from teachers and the need to predict progress led to the development and refinement of the assessment. It was computerised on CDs and online software was later used for easier distribution. The PIPS project expanded internationally, with projects established in more than half a dozen countries. The aim was always to provide culturally appropriate assessments and feedback to schools and teachers. Quality assurance in the development and implementation of the assessments was ensured through feedback, statistical analysis, and predictive validity. In 2013, the iPIPS project was established to use the assessment in an international study of children starting school. New iPIPS projects were launched in collaboration with academics in various countries, aiming to provide valuable information for policymakers and work directly with schools. The feasibility and implications of comparisons within and between countries were actively debated, considering factors such as age, cultural backgrounds, and adaptation for different contexts.
Tymms, P. (2023). A Reflection on Three Decades of Development. In P. Tymms, T. Bartholo, S. Howie, E. Kardanova, M. Campelo Koslinski, & H. Wildy (Eds.), The First Year at School: An International Perspective (3-24). (1). Springer Verlag. https://doi.org/10.1007/978-3-031-28589-9_1