	Together or apart?
	Achievement and Progress
		National surveys- ACER (Australia ) and PIPS (UK)
		Why problems may arise and who is at risk?
		Why this is different for multiples?
		Preparing multiples for assessment
		Recognising what differences may mean
		Stereotyping and its implications in the family and at school
	Multiples at secondary School
	Best practice and school Policy
	What would you do?
	Meeting Educational Needs
	References

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Why this is different for multiples?

With tests, multiples may be particularly compared with each other. Parents are frequently given computer-generated feedback that summarises each child into one of several bands of ability and achievement. The computer has no idea any particular child is a multiple, and so the situation can easily arise where a small difference in actual scores leads to multiples being placed in different bands and to stereotyping of the children as more different in ability than they really are. The difference in actual score can be as little as one mark, but the result is that the children are placed in different levels.

Disclaimer:
Information on this site is based on extensive studies of multiples in schools. However it may not apply to the specific circumstances of an individual family and the authors accept no liability for the way in which the information is used.

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