Abstract
This paper discusses the adaptation of the iPIPS assessment for use in research with Brazilian children between the ages of four and seven. It debates the importance of having a baseline measure to assess early childhood education policy as well as the advantages of collecting high-quality information about children’s development. Not knowing how children are progressing could harm disadvantaged children and increase school inequality. The data used in the analysis was based on the pre-test of the iPIPS 2016 for mathematics and language in a total of 560 cases collected in three Brazilian cities. The preliminary analyses indicate that the items of both tests present adequate behavior, suggesting the theoretical adequacy of the items and a good adaptation and application protocol.
Keywords
monitoring; childhood education; assessment; literacy