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gl-education.com International Brochure 2017/18 Assessments & Resources to Support Teaching & Learning
gl-education.com
InternationalBrochure2017/18
Assessments & Resources to Support Teaching & Learning
GL EDUCATION IS AN AFFILIATE MEMBER OF:
A LEADING PROVIDER OF FORMATIVE ASSESSMENTS
Supporting schools for over 35 years to achieve better outcomes for every student
+44 (0)20 8996 3369
gl-education.com
linkedin.com/company/gl-education
This brochure provides information about GL Education’s range of assessments, surveys and learning resources, as well as administration guidance and suggestions for how the data can be used to support teaching and learning.
The fi rst fi ve pages offer an introduction to the value of student data, case study examples and help in deciding which level of assessment to use and when to carry out testing.
Technical Enquiries:
+44 (0) 330 123 5375
CONTENTS
Dyslexia and Dyscalculia Screeners Digital 28
Exact 29
Rapid 30
Recall 30
Cognitive Profi ling Systems 31
Lucid Assessment System for Schools 31
British Ability Scales: Third Edition 32
Schedule of Growing Skills: II 32
The New Reynell Developmental Language Scales 32
Phonological Assessment Battery: Second Edition Primary 32
Kirkland Rowell Surveys 33
The Black Box Series 34
Let’s Think! Series 34
Emotional Literacy: Assessment and Intervention 34
Doddle 35
Boardworks 35
Using Testwise 37
Assessment Levels and Timeline 5
Cognitive Abilities Test: Fourth Edition 6–9
CAT4 Combination Report 10–11
Reasoning 5-7 12
Verbal Reasoning 12
Non-Verbal Reasoning 12
Baseline and Baseline Progress 13
Progress Test Series 14–17
New Group Reading Test 18–19
New Group Spelling Test 20
Admissions 21
Pupil Attitudes to Self and School Survey 22–23
SEN Assessment Toolkit 24–25
British Picture Vocabulary Scale: Third Edition 26
York Assessment of Reading for Comprehension 26
WellComm: A Speech and Language Toolkit for Screening
and Intervention in the Early Years: Revised Edition 27
WELCOME TO OUR 2017/2018 ASSESSMENT CATALOGUE
The measure of what makes a good school is about adding value for every student, regardless of their starting point and their potential. For international schools, with continuous enrolment, an often transient student population and high numbers of EAL students, this presents a particular set of challenges.
At GL Education, our aim is to help you meet those challenges.
We start by helping you to set an effective baseline, based on a student’s individual strengths and areas for development. Our assessments of ability are not reliant on English language skills, enabling you to identify a student’s potential regardless of their background. They also reveal any language support needs they do have.
Our subject assessments allow schools to measure progress year-on-year, showing whether a student is making the expected level of progress and identifying areas of the curriculum that need reinforcing, either at an individual or cohort level.
Finally, we have a range of assessments to uncover barriers to learning: whether that means engagement and confi dence or learning diffi culties like dyslexia or working memory.
With instant reporting for the majority of our assessments, we put actionable data in the hands of teachers and school leaders alike, removing the burden of administration and letting you put the results to use in the classroom.
This brochure provides just an overview of our assessments. We would love to fi nd out more about your school and discuss how we can help you to deliver the very best outcomes for your students. Our contact details are opposite. Do get in touch.
Best wishes,
Greg Watson
Chief Executive
It’s great to see more and more schools around the world making use of data to support teaching and learning, increasing engagement with students and parents, and supporting the development of teachers. I’m always excited to visit schools across the world to see fi rst-hand how they are embracing data, and how using it effectively is helping to have a transformative effect for leadership teams, teachers, students and parents alike.
These changes aren’t isolated to one type of school or curriculum. It might be a CBSE school in India, an IB school in Rome or an American school in Abu Dhabi, we are constantly surprised by the innovative ways schools talk about and engage with data and how they are using that information in practical ways every day.
Understanding the complex challenges that international schools face is essential for our team, so they can help identify how data from our assessments can support schools. Recently we have delivered workshops covering topics ranging from supporting EAL learners to identifying SEN, underperforming and fragile learning students, as well as the regular topics such as measuring progress and supporting admissions.
I’m always grateful for schools that are willing to collaborate and share good practice so that we at GL Education can continue to learn as well as support schools around the world – many thanks to everyone who has contributed to our case studies and workshops over the past few months.
To support schools over the coming year, we have several workshops planned around the world, and will be attending many education conferences. We are also offering online workshops this year following a successful pilot; please keep an eye out for these events on the GL Education website. Please come and see the team in person, or virtually; we always enjoy meeting you and hearing how you think we can continue to assist the work that you do.
James Neill
International Director
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DATA FOR TEACHING AND LEARNING
We believe in an holistic approach to assessment that provides teachers with a greater understanding of each student. This information supports personalised teaching and learning to help each child achieve their full potential.
By comparing attainment data alongside a measure of abilities teachers can determine whether each individual is at the level they should be, and whether the progress they are making refl ects their starting point and their potential.
Our measures of attainment and progress (Progress Test Series (PT Series), New Group Reading Test (NGRT), New Group Spelling Test (NGST)) support this by allowing schools to set benchmarks and measure the impact of teaching at a whole school, class or individual level. Combined with the unique learner profi le from our Cognitive Abilities Test: Fourth Edition (CAT4), schools can provide a personalised learning experience which reinforces a student’s strengths but also identifi es areas that need intervention and supports literacy initiatives.
Student self-effi cacy is recognised by the OECD* and others as a key driver of a student’s success. It should be the ambition of all good schools to develop confi dent, life-long learners able to make the most of their abilities and face the challenges beyond school.
Our Pupil Attitudes to Self and School (PASS) survey helps teachers to get behind the ‘mask’ children often wear to understand student perceptions; identify groups and individuals in need of support; develop effective interventions and encourage students to develop a growth mindset.
Finally, to support schools’ inclusive agendas, we provide a range of screeners and diagnostic tools that classroom teachers can use to identify common barriers to learning including dyslexia, dyscalculia and working memory issues.
Only by understanding
a student’s abilities, and
particularly their attitudes,
can we put any measure of
attainment or progress in
context and identify how to
best help them to achieve
their full potential.
Matthew Savage, Acting Principal, International
Community School Amman
*http://www.oecd.org/pisa/keyfi ndings/pisa-2012-results.htm
CAT4
Reasoning Tests
Placement Test
PT Series
NGRT
Baseline
NGST
PASS
SEN Assessment Toolkit
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DATA IN PRACTICE
The following examples demonstrate some of the many different ways in which schools are using data to inform their teaching and learning and ensure the best possible outcomes for their students.
GEMS Wellington Primary School, Dubai
Identifying fragile learners
Rosemary Elmes is the Senior Leader for Standards at GEMS Wellington Primary School in Dubai. She compared students’ mean standard age score from CAT4 against their Perceived Learning Capability score from the PASS survey (one of 9 different attributes it measures).
Those who had achieved a high CAT4 result but had a low opinion of their capability for learning were pinpointed as fragile learners – at risk of low achievement.
The school re-assessed all their at-risk students four months after the initial survey and discovered a 33% improvement in attitudinal factors, including some dramatic changes for individual students.
❯ Read the full case study at gl-education.com/gems-wellington
Nagoya International School, Japan
Assessment in an IB context
Lucinda Willis, Director of Learning, wanted an assessment that would help teachers to get to know their students as quickly as possible.
“The IB curriculum is interdisciplinary and transdisciplinary, as is CAT4 – it provides unique information about children’s ability, regardless of previous schooling.
The IB curriculum is also an inclusive curriculum that builds on individual skill sets. I knew CAT4 could help teachers differentiate effectively and pick up issues that might otherwise be missed, such as a child who starts to show signs of underachieving.”
The table shows how Lucinda brings together CAT4 scores alongside external attainment data and teacher grading to show how all the elements work together to build a clear student profi le.
❯ Read the full case study at gl-education.com/nagoya-internationalOlashore International School, Nigeria
Working with stakeholders
Derek Smith is the Principal of the school. “We wanted evidence as to how much value we were adding to our students academically, and to see how we were living up to our mission statement of nurturing each child to their full potential.”
The school uses CAT4 and the Progress Test Series to benchmark students and track progress.
“The reaction from governors has been very good as they can clearly see how the school is progressing, while parents continue to be thrilled with the details of independent benchmarking. Parents very much like the individual summaries which give insight into learning profi les, strengths and areas for support. We’ve also found it a useful way of explaining to parents some things we do in school that aren’t always found in a traditional Nigerian education system, such as one student helping another.
❯ Read the full case study at gl-education.com/olashore
+44 (0)20 8996 3369
DATA FOR LEADERSHIPSchool improvement, inspections and stakeholder engagement.
The data from our assessments can be used effectively by stakeholders throughout a school, from classroom teachers to leadership teams and school owners.
Using standardised assessments such as CAT4 and the Progress Test Series provides schools with a reliable international benchmark. They provide senior leaders with external validation for teacher judgements and let them see how their students are progressing against the student’s own potential.
By examining student data at a whole school level, senior leaders can identify trends and areas for improvement. This informs schools’ self-evaluation and feeds into inspections and accreditation processes.
Many schools fi nd it challenging to recruit experienced teaching staff. The use of standardised data provided by our assessments can support internal professional development activities for newly qualifi ed or less experienced teachers and help the development of teaching practices such as supporting meta-cognition and Assessment for Learning.
The advantages of this approach are magnifi ed at a school group level, allowing senior management and school owners to ensure that every school in their charge is living up to their values. Parents demand that the standards they have come to expect will be matched regardless of any change in geography and context.
A VALID INTERNATIONAL BENCHMARK
The COBIS Patron’s
Accreditation and Compliance
scheme is an external validation
system with school improvement
at its core. Effective use of
data to provide a supportive
approach to learning and to
improve learning outcomes is an
integral part of the scheme.
Colin Bell, CEO, Council of British International
Schools (COBIS)
ANALYSIS TO SUPPORT YOUWe have more projects planned and underway to provide benchmarks, trends and other information that helps schools to contextualise their own data. The more schools that participate, the more insightful the results will be.
If your school or group might be interested in participating in this kind of project, contact us at [email protected]
In late 2016 we started a benchmarking exercise to compare the scores achieved by thousands of international students globally against the original standardisations for CAT4 and the Progress Test Series. The CAT4 and Progress Test Series for English, maths and science are historically standardised against the UK school population.
We found that the distribution of scores for CAT4 for international schools is very similar to the original standardisation. The verbal reasoning scores were typically slightly lower which might be expected from the larger number of EAL students found in international schools.
The overall mean scores for CAT4 were very similar to the original standardisation.
The data from CAT4 was refl ected in the Progress Test Series scores. If we saw a lower CAT4 verbal score for a year group of students, this was refl ected in a slightly lower Progress Test in English score. If we saw a higher quantitative value in CAT4, this was associated with a higher score in Progress Test in Maths.
In other words, we see that the distribution of scores for international students is closely aligned to the original standardisations. We might expect to see a greater difference between any two individual schools than between these samples.
We have an ongoing programme of analysis, with more data to come this year, but school leaders can be confi dent that the standardisations remain relevant for international schools.
❯ To read the full article please go to gl-education.com/internationalbenchmarking
Find out more
about how we work
with school groups
on our website –
gl-education.com/
school-groups
5
Each school will have different challenges and focus areas for development. We can help you to meet these needs and develop an assessment structure that meets your requirements.
CHOOSING THE RIGHT ASSESSMENT The table below matches the assessment test levels to the appropriate year groups and grades for different curricula.
SUGGESTED TIMELINEThis timeline is based on a September to July academic year. Schools that commence their academic years in different months should adjust the timing of their testing accordingly.
Cognitive Abilities Test: Fourth Edition (CAT4)
New Group Reading Test (NGRT)
From Autumn 2017… New Group Spelling Test (NGST)
Pupil Attitudes to Self and School (PASS)
Sept Oct Nov Dec Jan Feb Mar Apr May June July
Progress Test Series (PT Series)
Baseline
Baseline Progress
New Group Reading Test (NGRT)
From Autumn 2017… New Group Spelling Test (NGST)
Year (UK) Grade (US) Grade (Indian) IB Programme CAT4/Reasoning PTM PTE PTS PASS NGRT
Reception (FS2) Jr KG KG 1 (Jr KG) Pre-Kindergarten 5 5
PASS 11 Kindergarten KG 2 (Sr KG) Kindergarten Reasoning 5–7 6 6
2 1st 1st 1st PYP Reasoning 5–7 7 7
3 2nd 2nd 2nd PYP Pre–A 8 8 8
PASS 2
NGRT
4 3rd 3rd 3rd PYP A 9 9 9
5 4th 4th 4th PYP B 10 10 10
6 5th 5th 5th PYP C 11 11 11
7 6th 6th 6th MYP D 11T*/12 11T*/12 11T*
PASS 3
8 7th 7th 7th MYP E 13 13 13**
9 8th 8th 8th MYP F 14 14 14***
10 9th (Freshman) 9th 9th MYP F
11 10th (Sophomore) 10th 10th MYP G
12 11th (Junior) 11th 11th DP (Junior) GPASS 4
13 12th (Senior) 12th 11th DP (Senior)
* PT Series levels are for testing at the END of the academic year
** Baseline and baseline progress available for beginning/end of Reception year
*** 11T must be administered in the frst half term of secondary school
Red levels are paper testing only
If you wish to administer the PT Series (PTE/PTM/PTS) at the beginning of the academic year
please contact [email protected] for advice about the levels you need to use
+44 (0)20 8996 3369
COGNITIVE ABILITIES TEST: FOURTH EDITION (CAT4)®
Unlocking potential in every student.
The Cognitive Abilities Test: Fourth Edition (CAT4) is a standardised assessment of developed ability and likely academic potential. CAT4 highlights students’ strengths and weaknesses across four types of reasoning: Verbal, Non-Verbal, Quantitative and Spatial.
By measuring a student’s ability to reason with different types of material, CAT4 allows you to assess the way a student thinks and how they will learn best, which enables you to personalise teaching and learning effectively.
The detailed reports provide you with a unique student profi le and include a series of narratives that explain and interpret test outcomes. Indicators are provided for GCSE, A Level and the IB MYP and DP. The CBSE edition provides indicators for Grade X and Grade XII from September 2017
Testing can also be carried out from Year 3 with CAT4 Pre-A.
Instructions available in languages to support EAL learners (available languages are Spanish, Malaysian, Mandarin and Arabic)
HOW CAN I USE THE DATA? Identify students who may have additional needs,
including EAL and Gifted & Talented
Personalise teaching and learning based on the student profi le
Establish challenging yet achievable targets for every student
Communicate with students, parents and stakeholders
Set a baseline for analysis, self-evaluation and inspections
QUICK GUIDE
AGE RANGE:6y 6m–17+ years
SUITABLE FOR:Teachers, AssessmentCo-ordinators, Admissions staff
TEST DURATION:135 minutes
TEST FORMAT:CAT4 Digitaland Paper
David F Lohman and Pauline Smith
Instructions
available in Arabic,
Mandarin, Malaysian
and Spanish to
support EAL
The table shows which levels of CAT4 should be used at different school years or grades.
Age CAT4 Year (UK) Grade (US) Grade (Indian)
Grade (IB Programme)
6:06 – 8:11 Pre-A 3 2nd 2nd 2nd PYP
7:06 – 9:11 A 4 3rd 3rd 3rd PYP
8:06 – 10:11 B 5 4th 4th 4th PYP
9:06 – 11:11 C 6 5th 5th 5th PYP
10:06 – 12:11 D 7 6th 6th 6th MYP
11:06 – 13:11 E 8 7th 7th 7th MYP
12:06 – 15:11 F 9 8th 8th 8th MYP
F 10 9th (Freshman) 9th 9th MYP
14:06 – 17:00+ G 11 10th (Sophomore) 10th 10th MYP
G 12 11th (Junior) 11th 11th DP (Junior)
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REPORTSInstant reports with comprehensive graphs and a supporting narrative enable teachers to put the information to use immediately. Reports also include appropriate indicators including GCSE, A Level, IB MYP, IB DP and CBSE.
The three Individual reports include tailored narratives explaining the student profi le and its implications for the student, parents and teachers.
Summary reports for the whole school or group are available and support detailed analysis by a range of parameters.
Schools that also use the Progress Test Series or New Group Reading Test assessments benefi t from automated combination reports, which show attainment and progress in the context of ability.
Paper users must return booklets to us for scoring before the reports can be made available.
AVAILABLE REPORTS Group report for teachers
Individual student report for teachers, students and parents
Excel® report (free for digital users)
Summary report for senior leaders
PowerPoint® presentation for senior leaders
CAT4 Combination report – this can be used with a number of our attainment tests (see page 10)*
Cluster report for school groups
*The combination report is not available with the CBSE edition or Pre-A.
The combination report for PTSc is coming soon
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Name: Niamh Ernst
School: Test School
Group: Year 7
Date of test: 13/09/2011 Level: D Age: 11:04 Sex: Female
Scores
Below average Average Above average
Verbal
Quantitative
Non-verbal
Spatial
Summary
Your profile of scores from CAT4 shows you have a strong preference for learning by reading, writing anddiscussion rather than by using pictures, diagrams and other visual ways of learning.
• You will learn best when reading about a topic, writing essays, discussing ideas with other students andgiving presentations.
• You may find learning that involves making models, devising diagrams and charts and visualising objectsmoving quite difficult. So you may find maths calculations much more straightforward than solving problemsthat involve geometric shapes, for example.
• However, you may find that you get ahead quickly in some subjects such as English and history and soneed extra work that allows you to do more research or read around a subject or follow your own interests.If you have a favourite subject, ask your teacher about this.
• You can improve your spatial skills with practice and by using your good verbal skills to explain processesthat you may find challenging.
• Make sure you read widely outside school. Read from a range of different types of books, as this will add toyour knowledge and skills.
• Think about activities outside school that can help develop your spatial ability. Art club, craft or evenscience club might be fun and helpful.
Copyright © 2012 GL Assessment Limited Page 59 of 241
This Individual report for students includes an informative narrative to help them become aware of their strengths and weaknesses and take ownership.
+44 (0)20 8996 3369
School: Sample International School
Group: Sample International School
Date of test: 31/05/2013 Level: F No. of students: 21
Group analysis (by battery)The table below shows mean (average) scores for all students compared with those for the national sample.
Verbalmean SAS
Quantitativemean SAS
Non-verbalmean SAS
Spatialmean SAS
Overallmean SAS
National average 100.0 100.0 100.0 100.0 100.0
All students 94.4 128.4 129.3 125.9 119.6
90% confidence band 90.1–98.8 124.0–132.9 125.6–133.0 120.6–131.2 116.0–123.2
The table below shows the distribution of scores for all students compared with those for the national sample.The bar chart also presents this information.
Description Very low Below average Average Above average Very high
SAS bands <74 74–81 82–88 89–96 97–103 104–111 112–118 119–126 >126
National average 4% 7% 12% 17% 20% 17% 12% 7% 4%
Verbal 0% 10% 29% 33% 14% 10% 0% 0% 5%
Quantitative 0% 0% 0% 0% 5% 0% 19% 14% 62%
Non-verbal 0% 0% 0% 0% 0% 5% 5% 29% 62%
Spatial 0% 0% 0% 0% 24% 0% 0% 19% 57%
Distribution of scores for all students (by battery) compared with those for the national sample
Copyright © 2015 GL Education Ltd Page 4 of 10
The Summary report for senior leaders provides high level analysis of selected groups or cohorts. The information can help identify specific resourcing or support needs.
In this Individual report for teachers, you can see the indicators for likely grades which help set realistic but challenging targets.
Pointers are also available for CBSE and IB.
In this Group report for teachers you can see instantly the way each student prefers to think,
enabling you to personalise teaching and learning.
School: Test School
Group: Year 7
Date of test: 13/09/2011 Level: D No. of students: 60
Student profilesThe analysis of CAT4 scores allows allstudents to be assigned a profile; that is theyare assigned to one of seven broaddescriptions of their preferences for learning.The Verbal Reasoning and Spatial AbilityBatteries form the basis of this analysis andthe profiles are expressed as a mild,moderate or extreme bias for verbal or spatiallearning or, where no bias is discernable (thatis, when scores on both batteries are similar),as an even profile.
The diagram shows the distribution ofstudents across the seven profiles which areindicated by the coloured bands.
Extreme verbal bias
Moderate verbal bias
Mild verbal bias
No bias
Mild spatial bias
Moderate spatial bias
Extreme spatial bias
Males
Females
Copyright © 2012 GL Assessment Limited Page 9 of 22
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Name: David Smith
School: Test School
Group: Year 7
Date of test: 13/09/2011 Level: D Age: 11:01 Sex: Male
GCSE indicatorsResults from CAT4 can give an indication of the level a student will reach at the end of the next Key Stage. A second level is suggested – this is the grade a student could reachwith additional effort and challenge. This information is helpful when you discuss with your students the targets they should be working towards.
Mean SAS: 82 Verbal SAS: 76 Quantitative SAS: 90 Non-verbal SAS: 88 Spatial SAS: 74
Probability of obtaining each grade Most likelygrade achieved
ʻIf challengedʼgrade achieved
Probability of student obtaining grade C or higherProbability of student obtaining grade A or A*
U G F E D C B A A* 10% 20% 30% 40% 50% 60% 70% 80% 90%
Art & Design 1% 4% 8% 14% 23% 32% 12% 4% 1% C/D C
D&T – Textiles 2% 5% 9% 19% 28% 24% 10% 3% 1% D C
Drama 2% 4% 9% 16% 29% 25% 11% 3% 1% D C
Media Studies 6% 5% 10% 17% 28% 22% 9% 3% 1% D C
Physical Education 0% 2% 7% 25% 35% 21% 8% 2% 1% D C
Science – Biology 1% 3% 9% 24% 35% 24% 4% 1% 0% D C
Science – Chemistry 1% 3% 9% 24% 35% 23% 4% 1% 0% D C
Science – Physics 1% 3% 9% 25% 35% 23% 4% 1% 0% D C
D&T – Food 4% 5% 16% 20% 27% 18% 8% 2% 0% D/E D
D&T – Resistant materials 3% 6% 15% 25% 25% 18% 6% 2% 0% D/E D
D&T – Systems control 3% 11% 15% 30% 22% 11% 6% 2% 0% D/E D
English Literature 8% 5% 10% 24% 30% 17% 5% 1% 0% D/E D
French 2% 6% 16% 31% 27% 12% 4% 1% 0% D/E D
Information Technology 6% 10% 11% 9% 27% 23% 10% 3% 1% D/E D
Copyright © 2012 GL Assessment Limited Page 274 of 305
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Indicated GCSE grades, subjects A–H (most likely grade followed by ʻif challengedʼ grade in bold)
Student name MeanSAS
Lian Ai 120 A/B A A/B A B A A/B A B A B A B A A A* A/B A C/D C C/D C B A A/B A B A A/B A A/B ABau Chonglin 124 A/B A A/B A A/B A A A* A/B A A/B A B A A A* A/B A C B C B A/B A A A* A/B A A A* A A*Fu Chonglin 127 A/B A A/B A A/B A A A* A/B A A/B A A/B A A*/A A* A/B A C B C B A/B A A A* A/B A A A* A A*Zhuang Guoliang 137 A A* A A* A A* A*/A A* A A* A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A*Gang Huian 112 B A B A B/C B B A B/C B B/C B B/C B A/B A B A C B C B B/C B B A B/C B B A B ALing Huiliang 126 A/B A A/B A A/B A A A* A/B A A/B A A/B A A*/A A* A/B A B/C B B/C B A/B A A A* A/B A A A* A A*Hoh Hulin 101 B/C B C B C B B/C B C B C B C/D C B/C B B/C B C B C B C B C B C B C B C BChiong Kwong 126 A/B A A/B A A/B A A A* A/B A A/B A A/B A A*/A A* A/B A C/D C D C A/B A A A* A/B A A A* A A*Gao Ming-hua 121 A/B A A/B A A/B A A/B A B A B A B A A A* A/B A B/C B B/C B B A A/B A B A A/B A A/B ATsang Nuo 115 B A B A B A A/B A B A B A B/C B A/B A B A D C D/E D B A B A B A B A A/B ATung Qing 124 A/B A A/B A A/B A A A* A/B A A/B A B A A A* A/B A C B C B A/B A A A* A/B A A A* A A*Luo Qiquiang 130 A A* A A* A A* A A* A A* A/B A A/B A A*/A A* A A* C B C B A A* A A* A/B A A A* A A*Yoo Qiu 115 B A B A B A A/B A B A B A B/C B A/B A B A C/D C C/D C B A B A B A B A A/B AHsueh Quon 119 A/B A A/B A B A A/B A B A B A B A A A* A/B A C B C B B A A/B A B A A/B A A/B AYing Rou 102 B/C B C B C B B/C B C B C B C B B/C B B/C B C/D C C/D C C B C B C B C B B/C BFung Rufen 119 A/B A A/B A B A A/B A B A B A B A A A* A/B A D C D C B A A/B A B A A/B A A/B ACai Weiyuan 108 B A B/C B B/C B B A B/C B B/C B C B B A B/C B C/D C C/D C B/C B B/C B B/C B B/C B B AMau Xiang 130 A A* A A* A A* A A* A A* A/B A A/B A A*/A A* A A* B/C B B/C B A A* A A* A/B A A A* A A*Sze Yin 120 A/B A A/B A B A A/B A B A B A B A A A* A/B A C/D C C/D C B A A/B A B A A/B A A/B AMak Yongzheng 126 A/B A A/B A A/B A A A* A/B A A/B A A/B A A*/A A* A/B A C/D C C/D C A/B A A A* A/B A A A* A A*Goh Zhixin 109 B A B/C B B/C B B A B/C B B/C B B/C B B A B A D C D C B/C B B/C B B/C B B/C B B A
Copyright © 2015 GL Education Ltd Page 12 of 16
The Group Report for Teachers shows the likely and “if challenged” outcomes for each student. The GCSE indicators are provided for both grades and point scores.
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In this Group report for teachers, you can see the scores for the four sections of the test. The higher the SAS the higher the ability. Extremes at either end may be candidates for further diagnostic assessment. SAS scores can be used alongside
attainment test scores to indicate whether or not a child is meeting their potential.
+44 (0)20 8996 3369
CAT4 COMBINATION REPORT*Comparing students’ potential with their actual attainment.
The CAT4 Combination report combines and analyses results from Progress Test in English (PTE), Progress Test in Maths (PTM) and New Group Reading Test (NGRT).
It clearly identifi es students whose attainment for English or maths is above or below expectations. An accompanying narrative poses questions which helps teachers to think about how to use the information.
Because the reports are generated automatically, they reduce schools’ administrative burden and allow teachers to intervene immediately where required.
Using the report alongside our Pupil Attitudes to Self and School (PASS) survey can help to identify the causes when attainment is not matching expectations.
*Not currently available for CAT4 CBSE, or Pre-A
HOW CAN I USE THE DATA? Instantly compare attainment versus ability
Highlight where attainment is falling behind expectations
Inform feedback when students are achieving at or above their expected potential
Identify areas for improvement
REPORTSCAT4 can be combined with Progress Test in Maths and either Progress Test in English or the New Group Reading Test.
To fi nd out how to
generate a CAT4
Combination report, visit
gl-education.com/
combi-report
CAT4 Verbal and Quantitative scores are compared to scores for Progress Test in English (PTE) and Progress Test in Maths (PTM). All CAT4 scores are shown; including the mean score.
Copyright © 2015 GL Assessment Limited Page 3 of 19
CAT4 Group combination report for teachers with PTE and PTM
School: Test SchoolGroup: Sample School No. of students: 30Date(s) of testing for CAT4: 11/10/2015 Level: DDate(s) of testing for PTE: 29/02/2016 Level: 3Date(s) of testing for PTM: 27/02/2016 Level: 3
Scores for the group (by surname)
Student nameCAT4 Verbal SAS
PTEOverall
SASEnglish discrepancy category
CAT4 Verbal SAS
PTEOverall
SASMaths discrepancy category
CAT4 Non-verbal
SAS
CAT4 Spatial
SAS
CAT4 Mean SAS
Tom Albright 96 134 Much higher than expected 80 110 Much higher than expected 88 100 91Daniel Browne 110 93 Much lower than expected 106 106 Expected 100 109 106Dominic Browne 103 96 Expected 85 98 Higher than expected 97 98 96Joshua Browne 130 93 Much lower than expected 1 16 102 Lower than expected 106 117 117Louisa Cole 113 115 Higher than expected 107 113 Higher than expected 98 97 104Danielle Dixon 92 94 Expected 106 91 Much lower than expected 112 125 109Nick Duffy 100 103 Expected 101 112 Much higher than expected 87 112 100Billy Freeman 117 108 Expected 107 85 Much lower than expected 98 108 108Martin Gibson 81 103 Much higher than expected 73 79 Expected 64 66 71Nathan Gill 94 113 Much higher than expected 91 80 Much lower than expected 83 81 87Jahazabe Imran 122 73 Much lower than expected 112 89 Much lower than expected 101 100 109Sophie Jobson 99 91 Lower than expected 103 117 Much higher than expected 88 116 102Natasha Jones 109 105 Expected 108 119 Much higher than expected 101 105 106Elise Kelly 105 102 Expected 79 106 Much higher than expected 75 120 95Sarah Ling 106 115 Higher than expected 110 104 Expected 109 105 108Ben Lynch 101 119 Much higher than expected 103 93 Lower than expected 76 86 92Yordan Madzhirov 108 99 Lower than expected 83 104 Much higher than expected 92 - 94Charlie Masters 93 91 Expected 91 101 Higher than expected 97 107 97Sue Moore 109 93 Much lower than expected 95 89 Lower than expected 92 107 101Tom Murdie 107 78 Much lower than expected 109 107 Expected 95 101 103Florence Nash 110 105 Expected 125 103 Much lower than expected 114 114 116Fiona Norton 110 107 Expected 107 105 Expected 106 112 109Pauline Nurse 94 97 Expected 96 88 Lower than expected 102 100 98Dora Okai 103 105 Expected 112 110 Expected 109 108 108
The Standard Age Score (SAS) is based on the student’s raw score which has been adjusted for age and placed on ascale that makes a comparison with a nationally representative sample of students of the same age across the UK. Theaverage score is 100.
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Comparing CAT4 Quantitative stanine scores with those from PTM identifies students whose maths attainment differs from what might be expected given their CAT4 score.
Scores for CAT4 and the New Group Reading Test (NGRT) are highly correlated. The narrative section here shows the students whose reading attainment is much higher or higher than expected, along with some questions to guide teachers’ thoughts.
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QUICK GUIDE
AGE RANGE:Reasoning 5–7: 4yrs 0 months – 8yrs 0 monthsVerbal and Non-Verbal: 8yrs 0 months – 14yrs 0 months
SUITABLE FOR:Teachers and SENCos
TEST DURATION:Reasoning 5–7: 30–40 minutesVerbal and Non-Verbal: 40–50 minutes
TEST FORMAT:Reasoning 5–7: PaperVerbal and Non-Verbal: Digital and Paper
GL Assessment and National Foundation for Educational Research
REASONING 5–7; VERBAL REASONING; NON-VERBAL REASONINGAssess verbal and non-verbal reasoning abilities in students age 4–14 years.
Verbal Reasoning measures a student’s ability to engage with language, while Non-Verbal Reasoning involves no reading, and assesses thinking in terms of shapes.
It also measures the potential of students with limited reading skills including those with dyslexia, poorly motivated students, and EAL students.
Reasoning 5–7 is a combined test for younger students.
The test is administered individually or in small groups, with students recording their answers in a booklet.
HOW CAN I USE THE DATA? Help identify the potential for students with limited reading
skills and EAL
Gain an insight into students’ ability to help inform teaching strategies
Can support decisions for school admissions
REPORTSVerbal and Non-Verbal Reasoning reports are available instantly for digital users; paper users can take advantage of our Online Marking Tool. It reduces scoring time signifi cantly whilst also increasing accuracy.
Reports also compare student results by criteria including gender. Schools can also add two criteria of their own choice, such as EAL.
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Baseline and Baseline Progress provide you with an effi cient, child-friendly and reliable way of assessing literacy, language and communication and mathematics in three short, picture-based sections that require no reading.
Fully standardised for students aged 4–5 years, Baseline is used as children enter school and is delivered in a unique, dual-tablet format.
Administered in the same way, Baseline Progress assesses literacy and mathematics, enabling you to measure progression and help to quantify the often excellent progress made by young learners. Baseline Progress can also be used as a standalone measure.
HOW CAN I USE THE DATA? Create a baseline for literacy and mathematics on entry
to school
Use quantitative data alongside teacher observation data to support teaching and learning
Measure progress at the end of the fi rst year in school (Baseline Progress)
Track progress across the primary years through links to the Progress Test Series
Communicate with teaching staff and parents
REPORTSBaseline features a Group report for teachers with the full range of standard scores. The Individual reports (teacher and parent) offer assessment outcomes and interpretation through tailored narratives.
Baseline Progress features a Group report for teachers with the full range of standard scores and commentary offering interpretation of progress categories.
The Group report for teachers provides the full range of standard scores for all the assessed children.
QUICK GUIDE
AGE RANGE:4–5 years
SUITABLE FOR:Teachers and TeachingAssistants
TEST DURATION:25 minutes
TEST FORMAT:Digital (on a tablet)
GL Assessment
BASELINE® AND BASELINE PROGRESSFully standardised baseline assessments to measure student progress in the fi rst year of primary school.
The Group report for teachers provides the full range of standard scores for all
the assessed children.
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THE PROGRESS TEST SERIES®
Track student attainment and progress in English, maths and science.
The Progress Test Series (PT Series) provides reliable benchmarking and year-on-year progress tracking in English, maths and science.
The comprehensive reports for teachers analyse key dimensions of learning for each subject and a question-by-question breakdown indicates where individuals or groups have gaps in understanding. This information can be used to support the needs of individual students and to identify areas of the curriculum where teaching needs reinforcing.
Individual reports for each subject are available for parents. They include a breakdown and description of the scores, as well as an annual progress category, and offer a strong platform for parental engagement.
PROGRESS TEST IN ENGLISH (PTE)
Assesses students’ technical English skills including:
– Phonics (for the youngest learners)
– Spelling
– Grammar
– Punctuation
– Comprehension
PROGRESS IN WRITING
A series of copiable resources to help teachers to gauge students’ writing progress. This section is criterion based – not a standardised test.
PROGRESS TEST IN SCIENCE (PTS)
Measures two dimensions of science learning:
– Science content knowledge and understanding
– Working scientifically (applying science skills)
Reports on Biology, Chemistry and Physics
QUICK GUIDEPTE
AGE RANGE:Paper 5–14 yearsDigital 7–14 years
SUITABLE FOR: Teachers, LiteracyCo-ordinators and SENCos
TEST DURATION:60–75 minutes depending on test level
TEST FORMAT:Digital and Paper (levels 5–6 paper only)
National Foundation for Educational Research
QUICK GUIDEPTM
AGE RANGE:Paper 5–14 yearsDigital 7–14 years
SUITABLE FOR:Teachers, MathsCo-ordinators andSENCos
TEST DURATION:45–75 minutesdepending on test level
TEST FORMAT:Digital and Paper (levels 5–6 paper only)
Mathematics Assessment Resource Service (MARS) – Nottingham University
QUICK GUIDEPTS
AGE RANGE*:Paper 8–14 yearsDigital 8–14 years
SUITABLE FOR:Teachers, ScienceCo-ordinators and SENCos
TEST DURATION:60 minutes
TEST FORMAT:Digital and Paper
GL Assessment
PROGRESS TEST IN MATHS (PTM)
Monitors students’ mathematical skills and knowledge, in areas such as:
– Number
– Shape
– Data handling
– Algebra
– Fluency in facts and procedure
– Problem solving
– Mathematical reasoning
*no level 12
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HOW CAN I USE THE DATA? Benchmark attainment against students and schools
internationally
Monitor student progress year-on-year
Support professional development of teachers
Communicate with parents and other stakeholders
Can be used to identify underperformance when used with CAT4
Age PTM PTE PTS Year (UK) Grade (US)Grade
(Indian)Grade (IB
Programme)
4.0–5.11 5 5 Reception (FS 2) Preschool Pre-Kindergarten
5.0–6.11 6 6 1 Kindergarten Kindergarten
6.0–7.11 7 7 2 1st 1st 1st PYP
7.0–8.11 8 8 8 3 2nd 2nd 2nd PYP
8.0–9.11 9 9 9 4 3rd 3rd 3rd PYP
9.0–10.11 10 10 10 5 4th 4th 4th PYP
10.0–11.11 11 11 11 6 5th 5th 5th PYP
11.0–12.11 11T*/12 11T*/12 11T 7 6th 6th 6th PYP
12.0–13.11 13 13 13 8 7th 7th 7th PYP
13.0–14.11 14 14 14 9 8th 8th 8th PYP
REPORTSThe reports are designed for easy interpretation with straightforward graphs and narrative implications for teaching and learning. Reports also include suggestions for parents to support a student at home.
Digital users receive instant reports while paper customers will use our Online Marking Tool to generate reports.
AVAILABLE REPORTS
Group report for teachers
Excel® report
Individual student report for teachers
Individual report for parents
For CAT4 users, CAT4 Combination report
Cluster report for school groups
Progress Test in Maths includes an additional
‘Mental Maths’ test from test Level 8, which adds
a mental arithmetic dimension to the test.
We shared
Progress Test results with our
parents, including percentile rank
and standardised age scores.
This approach was extremely
popular and provided us with
an opportunity to discuss what
was happening with both the
student and parents and to put
interventions in place if necessary.
Derek Smith, Principal, Olashore International
School
The table shows which levels of the Progress Test Series should be used at different school years or grades. Testing should take place at the end of the school year.
* 11T must be administered in the fi rst half term of secondary school
Red levels are paper testing only
If you wish to administer the PT Series (PTE/PTM/PTS) at the beginning of the academic year please contact [email protected] for advice about the levels you need to use.
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SAMPLE REPORTS
This Group report shows how the cohort is performing in relation to
the National average.
PTE Group report for teachers
www.gl-assessment.co.uk/ptseries 7
Description Very low Below average Average Above average Very high
SAS bands <74 74–81 82–88 89–96 97–103 104–111 112–118 119–126 >126
National average 4% 7% 12% 17% 20% 17% 12% 7% 4%
All students 0% 8% 8% 0% 16% 16% 16% 24% 12%
• The mean Standard Age Score for this group is significantly above the national average.
• The spread of Standard Age Scores for this group is not significantly different from the national average.
Distribution of scores (all students) compared with the original average
Verylow
Veryhigh
Below average Average
Standard Age Score Bands
Perc
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All Students National Average
<740%
5%
10%
15%
20%
25%
30%
74–81 82–88 89–96 97–103 104–111 112–118 119–126 >126
Above average
60 70 80 90 100 110 120 130 140
No. of students Mean SAS SAS (with 90% confidence bands)
National average - 100.0
All students 25 110.0
School: Sample English School
Group: ST No. of students: 25
Date(s) of testing: 01/01/2015
Analysis of group scores (all students)
The table and bar chart below show the distribution of scores for the group against the national average.
The table below shows the mean scores with confidence bands for the group against the national average.
PTE Report pages.indd 7 27/10/2016 14:06The scores for the group in the Group report for teachers provide a useful overview of the performance of the cohort, including SAS, stanine, ranking, as well as progress categories when the previous test level has also been taken.
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The Individual report for parents gives a breakdown and analysis of scores, as well as guidance to support learning at home.
www.gl-assessment.co.uk/ptseries 23
PTM individual report for parents
Individual report for parentsName: Anthony Jameson
School: Sample English School
Group: ST Sex: Male
Date(s) of rst test 16/04/2014 Level: 10 Age: 9:09
Date(s) of second test 16/04/2015 Level: 11 Age: 10:09
What is Progress Test in Maths?
Scores
Analysis of Curriculum Content categories
Description of scores
The new National Curriculum was introduced in September 2014. The study of Maths is at the heart of the curriculum (alongside English and science). PTM provides a series of age-appropriate tests for teachers to use year on year to ensure that students are making and maintaining good progress in both mental maths and in their ability to use and apply maths.
PTM assesses the key content aspects of Mathematics: number, measurement, geometry, statistics and algebra appropriate to the age of the pupils, together with the key process skills, uency, mathematical reasoning and problem solving.
The test is in two parts – Mental Maths and Applying and Understanding Maths. Mental Maths questions are timed and read aloud (either by the teacher or played from a PTM audio le). Applying and Understanding Maths questions are answered at the pupil’s own pace, read from their own question booklet or on screen.
• Anthony is performing at or above age expectations across the curriculum for maths. Encourage Anthony to discuss the different ways of arriving at the correct answer. Reasoning and conversation lie at the heart of developing problem solving skills, so talking about school work will help Anthony develop as a good mathematician. Additional challenge can be added by asking ‘What if...?’, and then change the problem in some way.
• Where possible, offer opportunities for Anthony to discuss school work with you. Ask how the answer was arrived at and allow Anthony to ‘teach’ you. Involve Anthony in practical calculations around the house—shopping bills and measuring ingredients for example. Challenge Anthony to estimate lengths, areas and weights and then check together to see how close the estimates are. With practice, this will improve further.
Curriculum Content category Number of questions
Student % correct
National % correct
Student/national difference
Fluency in facts and procedures 9 100% 72% 28%
Fluency in conceptual understanding 20 90% 62% 28%
Mathematical reasoning 30 78% 55% 23%
Problem solving 8 63% 44% 19%
No. attempted (/67)
SAS (with 90% confidence bands)SAS NPR
67 116 7 86 5b Average
ST Progress CategoryMaths level
60 80 100 12070 90 110 130 140
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This scattergraph shows whether students are making the expected level of progress.
Analysis of group score by curriculum content identifies areas of the curriculum that need reinforcing for individuals or the group.
PTM Group report for teachers
T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ptseries 9
School: Test School
Group: Class P6-7 No. of students: 25
Date of test(s): 01/01/2015 – 02/01/2015
Analysis of group scores (by Curriculum content category)
Curriculum content category Number of questions
Group % correct
National % correct Difference
Number 29 75% 65% 10%
Ratio and proportion 4 36% 46% -10%
Algebra 5 42% 52% -10%
Measurement 9 59% 59% 0%
Geometry 9 61% 62% -1%
Statistics 5 67% 54% 13%
The table and chart below shows the percentage of questions answered correctly by all students compared with those for the national average.
Percentage of questions answered correctly by all students compared with the national average
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%Number Ratio and
proportionAlgebra Measurement Geometry Statistics
National Group
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Curriculum content category
This can help you understand gaps in
learning and the group’s strengths
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NEW GROUP READING TEST (NGRT)®
Standardised assessment of reading ability and progress for ages 5–16 years.
A clearly structured annual, bi-annual or termly test that assesses reading, comprehension and, if needed, phonic awareness, the New Group Reading Test is an invaluable tool for assessing literacy. New Group Reading Test Digital is adaptive, allowing the diffi culty to be adjusted, based on students’ answers.
Testing is in two parts:
Sentence completion (measuring decoding and some comprehension)
Passage comprehension (measuring a range of comprehension skills)
The data enables you to benchmark EAL students and re-evaluate after interventions and offers a year on year measure of progress, helping you to provide clear feedback to students.
HOW CAN I USE THE DATA? Benchmark reading and comprehension ability for
individual students, year groups and classes
Set targets to support learning and monitor progress
Identify students who may need additional testing or diagnosis for specifi c literacy diffi culties, for example EAL students
Analyse reading attainment against verbal reasoning ability using the CAT4 Combination Report
Track progress year-on-year or within a school year
Termly digital testing
Personalised implications
for teaching and learning
on each individual report
in autumn 2017!NEW
NGRT gives us a year-on-year
reading age for individual
children, which we use as an aid
for checking progress. All of our
classes are mixed ability, so we
need to carefully check progress
is being made.
Kelly Warner, SENCo, IPS Violenschool
International Primary School
QUICK GUIDEAGE RANGE:Paper 5–16 yearsDigital 7–16 years
SUITABLE FOR:Teachers, Literacy Co-ordinators and SENCos
TEST DURATION:Digital: 30 minutesPaper: 45–50 minutes
TEST FORMAT:Digital and Paper
National Foundation for Educational Research
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REPORTSA range of instant reports with clear narrative and comprehensive graphs allow you to build a full picture of each student’s reading and comprehension skills.
REPORTS AVAILABLE
Group report for teachers:
Includes Standard Age Scores and reading ages, and highlights wide discrepancies that may need special attention
Progress report:
This shows the level of progress made between two tests
Individual report for teachers (digital):
Offers a detailed analysis for individual students across the skills tested
SAMPLE REPORTS
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This example from the Individual report for teachers gives an overview of an individual student’s scores, and compares their responses with the UK national average.
In the Group progress report for teachers, scores for sentence completion (SC) and passage comprehension (PC) are shown,
alongside progress from one administration to the next.
This scatter diagram from the Progress report shows the distribution of students according
to their reading ability and rate of progress between testing.
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NEW GROUP SPELLING TEST (NGST)®
New for Autumn 2017, digital adaptive spelling tests for students age 6–14+.
The New Group Spelling Test is an adaptive spelling test for students age 6–14+. The test comprises three sections.
All students will be tested on a range of spelling rules using sentence completion tasks.
Particularly useful for schools with high levels of EAL students, NGST provides an immediate assessment of any gaps in a student’s spelling knowledge.
HOW CAN I USE THE DATA? Evaluate spelling ability once per term with three
forms to support termly testing
Inform teaching strategies
REPORTSThe New Group Spelling Test will contain the following reports:
Group report for teachers
Individual student report for teachers
NGRT and NGST cross report
Cluster Report for school groups
NGST Group report for teachers will give you a Standard Age Score, a National Percentile Rank and a Spelling age with confi dence bands
QUICK GUIDEAGE RANGE:6–14+ years
SUITABLE FOR:Teachers and SENCos
TEST DURATION:Approx. 20–30 minutes
TEST FORMAT:Digital (PC and tablet)
GL Assessment
When used with New Group Reading Test (page 18), you
can assess reading and spelling in under an
hour.
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ADMISSIONSMake quick and informed admissions decisions.
International schools face a number of challenges in making quick and informed admissions decisions:
Evaluating a student’s current attainment in the context of prior teaching
Assessing special educational needs, including Gifted and Talented
Recognising the true potential of EAL students and identifying the level of literacy support needed
Our assessments can support this decision making process, providing instantaneous reporting, robust benchmarks and personalised reports to support dialogue with parents. Because the assessments are not curriculum specifi c, they are suitable for all schools that are teaching through the medium of the English language.
PLACEMENT TESTDesigned specifi cally to support the admissions process and administered online in schools or remotely, it assesses English profi ciency and reasoning ability in one combined test.
The reports provide scores for English literacy, non-verbal reasoning, quantitative reasoning, the overall reasoning ability as well as a reading age.
The test takes about 90 minutes and the reports are designed to be clear and easy to understand.
REPORTSReports are delivered instantly, accessible via the digital dashboard. These are presented in a new, stripped-back format, making it easy to focus on the most relevant information.
❯ Find out more at gl-education.com/products/placement-test
The placement test has signifi cantly helped our
admission team as the tests are easy to administer and produce immediate results. The whole
system is quick and simple to use, ending with summative data that can be used in the next steps of
admissions.
Lucy Monnery,Elementary School Assistant Principal,
St Joseph’s Institution, International School
Malaysia
QUICK GUIDEAGE RANGE:7–14 years
SUITABLE FOR:Teachers and admissions offi cers
TEST DURATION:90 minutes
TEST FORMAT:Digital
ALTERNATIVE ASSESSMENTSSchools that are using some of our other assessments to support teaching and learning may also use the data from these tests to support their admissions procedures.
Cognitive Abilities Test (CAT4): see page 6
Reasoning 5–7: see page 12
New Group Reading Test: see page 18
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PUPIL ATTITUDES TO SELF AND SCHOOL (PASS)® SURVEYA easy to use survey that provides insights into students’ thoughts and feelings as potential barriers to attainment.
In just 20 minutes our Pupil Attitudes to Self and School (PASS) survey provides you with an insight into students’ mindsets that would otherwise be diffi cult to gain.
PASS assesses nine attitudinal factors including feelings about school, self-regard and perceived learning capability to give you vital information about student wellbeing, resilience and potential mental health problems.
Available in more than 20 languages, the survey acts as an early alert system to support schools’ wellbeing and pastoral programmes.
Individual students or groups can be re-surveyed to assess the effectiveness of intervention strategies.
PASS PROVIDES 9 STANDARDISED MEASURES1 Feelings about school: Explores whether a student feels
secure, confi dent and included in their learning community.
2 Perceived learning capability: Offers a snapshot of a student’s unfolding impressions of self-effi cacy and can reveal early warning signs of demoralisation and disaffection.
3 Self-regard: Equivalent to self-worth, this measure is focused specifi cally on self-awareness as a learner, highlighting levels of motivation and determination.
4 Preparedness for learning: This measure covers areas such as study skills, attentiveness and concentration, looking at the student’s determination and openness to learning.
5 Attitudes to teachers: This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can fl ag a lack of respect.
6 General work ethic: Highlights the student’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond.
7 Confi dence in learning: Identifi es a student’s ability to think independently and to persevere when faced with a challenge.
8 Attitudes to attendance: Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy.
9 Response to curriculum demands: This measure focuses more narrowly on school-based motivation to undertake and complete curriculum based tasks, highlighting the student’s approach to communication and collaboration.
QUICK GUIDEAGE RANGE:4–18+ years
SUITABLE FOR:Teachers, Senior Leaders, SENCos, EducationalPsychologists and Health Professionals
TEST DURATIONS:Approx. 20 minutes
TEST FORMAT:Digital
Dr Glen Williams and Bob Whittome
It is a student’s
perception of their
capabilities rather than
their actual performance
that is important.
Nicola Lambros, Deputy Head, King’s College
Madrid
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HOW CAN I USE THE DATA? Identify and understand issues that could prevent a student
reaching their full potential
With PISA emphasising the importance of confi dence in learning, the data allows teachers to identify low confi dence and support better outcomes
Inform intervention strategies, and guide pastoral support at whole school, cohort or individual level
Combine attitudinal data with attainment and aptitude data for deeper understanding / analysis (see case study page 3)
REPORTSInstant reports are available with both group and individual data.
Analysis is also carried out on an individual level. Re-surveying will show clearly how well intervention strategies have worked.
This example report shows a whole cohort profile. Using a simple colour-coded system, schools can see immediately where support is most needed. The report can be broken down further for easy analysis of different groups within the cohort.
CAT4 helps us
understand our students’
learning dispositions and
adding PASS to the mix means
no stone goes unturned. It has
been a great experience for us.
All schools should be looking
at the whole child pastorally to
ensure they are able to reach
their potential.
Rosemary Elmes, Senior Leader for Standards,
GEMS Wellington Primary School
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Survey report
Page 27 of 34
School: Test School
Group: Test School
Date of survey: 22/04/2013 Level: KS34 No. of students: 200
Individual pro les
Student name Tutor group Year1 2 3 4 5 6 7 8 9
Feelings about school
Perceived learning
capabilitySelf-regard as
a learnerPreparedness
for learningAttitudes to
teachersGeneral work
ethicCon dence in
learningAttitudes to attendance
Response to curriculum demands
Hazel Blythe Mr Smith 7 4.0 1.0 32.2 9.3 1.0 0.9 34.1 18.9 17.2Paige Chen Mr Smith 7 1.7 8.6 58.0 1.0 12.7 13.1 34.1 53.7 17.2Kristina Chung Mr Smith 7 16.2 3.3 80.3 2.6 40.2 2.1 14.6 27.0 85.8Julia Desai Mr Smith 7 12.3 15.8 22.5 1.4 40.2 72.6 34.1 38.8 9.9Kristine Docherty Mr Smith 7 16.2 20.9 58.0 3.4 22.4 28.6 26.5 27.0 27.6Jenni Granger Mr Smith 7 63.2 15.8 58.0 18.9 58.2 2.1 42.0 53.7 27.6Elaine Hamilton Mr Smith 7 28.1 8.6 14.9 1.9 6.8 0.5 66.8 18.9 9.9Gillian Hawley Mr Smith 7 28.1 15.8 70.3 26.7 12.7 72.6 1.5 87.4 85.8Neal Lawrence Mr Smith 7 37.2 6.3 58.0 18.9 40.2 5.1 50.4 27.0 17.2Dolores McLaughlin Mr Smith 7 21.4 15.8 32.2 18.9 89.4 2.1 66.8 27.0 27.6Francis McNamara Mr Smith 7 9.3 2.4 5.6 6.7 12.7 28.6 10.3 12.7 17.2Sarah Melton Mr Smith 7 12.3 4.6 44.6 2.6 58.2 0.9 66.8 12.7 17.2Marion Moon Mr Smith 7 12.3 15.8 14.9 4.8 3.5 50.3 50.4 18.9 9.9Crystal Powers Mr Smith 7 71.3 35.6 32.2 44.5 3.5 0.9 14.6 87.4 9.9Karen Pugh Mr Smith 7 7.0 44.5 58.0 9.3 22.4 5.1 74.7 53.7 27.6Lucy Raynor Mr Smith 7 12.3 8.6 44.6 13.2 22.4 0.9 26.5 18.9 58.3Patrick Song Mr Smith 7 4.0 20.9 22.5 1.4 3.5 28.6 66.8 3.0 17.2Jacob Wallace Mr Smith 7 9.3 15.8 32.2 9.3 74.4 89.0 26.5 3.0 2.7Malcolm Williamson Mr Smith 7 46.0 78.7 14.9 26.7 3.5 28.6 10.3 12.7 5.3Beth Woodard Mr Smith 7 5.3 6.3 1.9 3.4 1.8 0.9 34.1 27.0 9.9Wayne Connolly Mrs Jones 7 3.0 11.7 58.0 9.3 6.8 2.1 26.5 18.9 74.3Catherine Gallagher Mrs Jones 7 9.3 35.6 58.0 18.9 0.4 2.1 74.7 12.7 17.2Elsie Geraghty Mrs Jones 7 9.3 11.7 5.6 4.8 1.8 13.1 42.0 79.1 9.9Stephanie Hawkins Mrs Jones 7 37.2 6.3 3.4 4.8 12.7 50.3 94.2 18.9 1.1Bridget Hilson Mrs Jones 7 16.2 8.6 22.5 13.2 40.2 2.1 66.8 38.8 41.4Franklin John Mrs Jones 7 21.4 3.3 97.0 4.8 3.5 28.6 58.7 18.9 99.6Jerome Johnston Mrs Jones 7 12.3 27.5 70.3 18.9 40.2 72.6 81.4 12.7 27.6Alex Marriot Mrs Jones 7 46.0 35.6 9.2 35.4 1.8 2.1 58.7 8.1 27.6Danny Mountford Mrs Jones 7 21.4 8.6 14.9 1.4 6.8 28.6 58.7 38.8 41.4Niall O’Donovan Mrs Jones 7 2.3 27.5 58.0 3.4 12.7 2.1 42.0 1.5 27.6
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Sandwell Early Numeracy Test (SENT)Individual assessment for screening,
monitoring and tracking progress of students whose performance in numeracy is well below
age expectations
Age 8–14
Emotional LiteracyA tool for assessing five key areas of emotional
literacy: self-awareness, self-regulation, motivation, empathy and social skills
Age 7–11
NUMERACY WORKING MEMORY
MENTAL HEALTH AND WELL-BEING
RecallAssesses working memory and identifies children who require
additional classroom intervention strategies.
Age 7–16
ResilienceAssesses resilience with a
range of measures
Age 7–18
User guide Identification by class teacher followed by high-quality differentiated
teaching and effective intervention within the classroom
Share concerns with parents/carers
Seek support and advice from SENCo
Carry out additional assessments using the SEN Assessment Toolkit
We want to ensure you’ve got the tools you need to help identify and support students with barriers to learning, and our award-winning SEN Assessment Toolkit is designed to do just that.
SEN ASSESSMENT TOOLKIT®
The tools you need to help students with barriers to learning
The SEN Assessment Toolkit is made up of a range of assessments designed to help identify and support students with barriers to learning. This can be an ideal “starter kit” for international schools that are looking to establish a range of screeners for use within their school. The chart below provides a brief description of what’s included; you can find further details on all of the assessments either in the catalogue or on our website.
LiteracyDyslexia Numeracy Mental health and wellbeing
AREAS THE TOOLKIT COVERS
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Tried and tested…
GL Education has
developed a one-
stop-shop for SEN
assessments
Lorraine Petersen, OBE
York Assessment of Reading Comprehension (YARC)
Individual assessment for phonological awareness, alphabetic knowledge and
single word reading
Aged 4–16
WellComm*A speech and language toolkit for screening and
intervention in the early years
6 months–6 years
Phonological Assessment Battery (PhAB)*For those who have not met national expected standard
in phonics. Assesses phonological awareness
Age 5–11
British Picture Vocabulary Scale (BPVS)Assesses a child’s receptive vocabulary. No reading required
so accessible for students with expressive language impairments or EAL
Age 3–16
DYSLEXIA
READING
LITERACY
VISSThis visual stress screener will help
identify children who are susceptible to visual stress when reading
Age 7–adult
CoPS*Individual screening tool for
4–8 year olds. Will give an early identifi cation of dyslexia plus a deeper
understanding of other cognitive diffi culties
Age 4–8
RapidWhole Class/Group dyslexia
screening to identify diffi culties in phonological
processing, auditory memory, visual memory and phonic
decoding
Age 4–15
LASSIndividual tool for
identifying dyslexia by assessing attainment in
reading and spelling
Age 8–11
*Primary only
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BRITISH PICTURE VOCABULARY SCALE: THIRD EDITION (BPVS3)There is no reading required in this accessible test which is ideal for EAL learners.
The British Picture Vocabulary Scale: Third Edition (BPVS3) provides the perfect solution to establishing and developing a wide vocabulary from a young age. With BPVS3, a student’s receptive vocabulary can be assessed from an early age to help identify any developmental delays before a child reaches full time education.
As no reading is required, BPVS3 can be used to assess the language development in non-readers and students with specific learning difficulties. Students’ responses can be given by simply pointing or by gesture. The test is accessible and appealing with full colour illustrations.
HOW CAN I USE THE DATA? Identify delays in students’ vocabulary development from as young as 3 years
Benchmark and track students’ progress from pre-school through to secondary school
Inform intervention strategies at the earliest opportunity
Assess language development in non-readers and EAL students
The perfect solution to establishing and developing a wide vocabulary in non-readers, and students with specific learning difficulties.
QUICK GUIDEAGE RANGE:3–16 years
SUITABLE FOR:Teachers, SENCos andSpeech and LanguageTherapists
TEST DURATION:Approx. 10 minutes
TEST FORMAT:Paper
Lloyd M Dunn, Douglas M Dunn with Julie Sewell and Ben Styles, National Foundation for Educational Research
YORK ASSESSMENT OF READING FOR COMPREHENSION (YARC)The York Assessment of Reading for Comprehension (YARC) is a one-to-one, diagnostic reading assessment which enables you to assess your students’ reading and comprehension skills from an early age. It acts as an ideal follow up assessment for those identified as requiring further support after group testing.
An Australian version is also available, find out more at gl-education.com/yarc-australia
HOW CAN I USE THE DATA? Identify specific problems and inform appropriate interventions
Assess EAL students
Measure effectiveness of teaching and interventions through repeat testing
REPORTS Standard Age Score and age equivalent scores for rate, accuracy and comprehension
National percentile ranking
Analysis of reading errors and comprehension
QUICK GUIDE
AGE RANGE:4–16 years
SUITABLE FOR:Teachers, SENCos,Literacy Co-ordinators,AssessmentCo-ordinators,EducationalPsychologists
TEST DURATION:20–30 minutes
University of York, Centre for Reading and Language
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WELLCOMM: A SPEECH AND LANGUAGE TOOLKIT FOR SCREENING AND INTERVENTION IN THE EARLY YEARS: REVISED EDITION
Identify student’s potential language diffi culties
WellComm: A Speech and Language Toolkit for Screening and Intervention in the Early Years: Revised Edition helps identify students with potential language diffi culties and offers a range of customised intervention activities to help support their language development.
Easy to administer and score, the screening tool uses a simple traffi c light system that helps you understand the student’s current level of speech and language and provide a pathway for action, ensuring every student gets the support they need.
Over 150 photocopiable intervention strategies are available. Designed to be fun, friendly and engaging, the activities can also help EAL learners improve language skills, whatever the age or ability of the student.
HOW CAN I USE THE DATA? Identify students in need of referral to a specialist or
in-school support
Provide tailored intervention strategies for all students
Support EAL learners of all ages
Measure progress up to age 6 (or later for EAL students)
REPORTSThe Online Report Wizard provides more fl exible reporting options, enabling Early Years settings to track, monitor and evaluate student’s speech and language progress. Targeted activities for each student based on their screening results can be generated. Individual, Group and Cluster reports help to evaluate the impact of interventions delivered and can be presented to stakeholders. The Online Report Wizard is available at an additional cost.
SAMPLE REPORTS
Group analysis shows all student’s results represented in the WellComm red, amber and
green traffic light system.
The Individual report shows scores and results for each student, followed by suggested next steps.
QUICK GUIDEAGE RANGE:6 months–6 years
SUITABLE FOR:Early Years Practitioners, SENCos,Teaching Assistants, NurseryWorkers and Speech and Language Therapists
TEST DURATION:10–15 minutes
TEST FORMAT:Paper
Sandwell and West Birmingham Hospitals NHS Trust
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DYSLEXIA AND DYSCALCULIA SCREENERS DIGITAL
Ideal for screening those showing signs of diffi culty, the Dyslexia and Dyscalculia Screeners Digital help to identify early signs of dyslexia and dyscalculia.
Instant results are enhanced by recommended intervention strategies enabling teaching to be tailored to a student’s individual learning needs.
HOW CAN I USE THE DATA? Identify early signs of dyslexia and dyscalculia
Inform the planning of appropriate support programmes and intervention strategies
Communicate with parents
REPORTSResults are presented in a range of easy-to-follow reports making communication with key stakeholders easy. Teachers will fi nd the Parent/Carer report particularly useful, both before and after screening.
QUICK GUIDEAGE RANGE:Dyslexia Screener: 5–16+ yearsDyscalculia Screener: 6–14+ years
SUITABLE FOR:SENCos, Teachers and Educational Psychologists
TEST DURATION:30–35 minutes
TEST FORMAT:Digital
Martin Turner, Pauline Smith and Brian Butterworth
The sooner we can
identify what additional
support a student needs,
the sooner they are able
to start making the level
of progress they are truly
capable of.
Patricia Giannola, Head of High School
Learning Support, ACS Cobham
Dyslexia PortfolioThis is the next-step assessment for
students that have been screened
as having dyslexic tendencies or
who are giving cause for concern
that they may be dyslexic. Find out
more at
gl-education.com/dyslexiaportfolio
The Parent/Carer report enhances communication, by providing a
useful summary of a student’s scores in each of the six sub-tests. In this
example Claire has a profile of someone who is severely dsylexic.
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EXACTTime-effi cient assessment for exam access arrangements
Awarding organisations will allow accommodations to ensure that students sit their exams under conditions that refl ect their normal way of working. For students with barriers to learning, these arrangements may include:
Extra time
A reader
A scribe
Exact is a comprehensive assessment that allows you to screen a whole group to confi rm which students may be eligible for additional arrangements when taking exams. This means that you can be confi dent about referral decisions. Both teachers and specialist assessors can use results from Exact in their role in the application process.
HOW CAN I USE THE DATA? Results from Exact can be used in forms for access arrangements in exams from:
Joint Council for Qualifi cations (JCQ) – Edexcel (Pearson), OCR, AQA
Cambridge International Examinations (CIE)
REPORTSReports include graphs and tables to show Standard Age Scores, percentiles, age equivalent, assessor comments and itemised responses.
Effi cient, practical and easy to use, Exact has become a staple
assessment tool for busy learning support departments in UAE schools.
The computer-based test allows teachers to screen students with
learning diffi culties, allowing cost-effective identifi cation of
students for access arrangements within the school setting.
Grainne Boyle, Educational Psychologist
and Director, Insights Psychology DMCC
QUICK GUIDEAGE RANGE:11–24 years
SUITABLE FOR:SENCos and Specialist Teachers/Assessors
TEST DURATION:30–40 minutes
TEST FORMAT:Digital (CD)PC only (MAC not supported)
Jonathan Ferrier and Joanna Horne
In this report the pink bar indicates a standard age score of less than 84, and therefore a possible entitlement to exam access arrangements.
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RAPIDRapid is a whole-class dyslexia screener, ideal for use with a new intake. Taking around 15–20 minutes, it will give a high, medium or low probability of dyslexia for each student. Rapid is the perfect cost-effective way to identify which students might benefi t from further assessment such as CoPS or LASS, or consultation from an Educational Psychologist.
Identify diffi culties with any of the following:
Phonological processing
Auditory memory
Phonic decoding
HOW CAN I USE THE DATA? Identify children with dyslexic tendencies
Automatically integrate results into established dyslexia diagnostic programmes CoPS, LASS 8–11 and LASS 11–15
Identify diffi culties with any of the following: phonological processing, auditory memory, phonic decoding
RECALLProblems with working memory can hinder a student’s ability to learn, particularly in maths. Recall assesses the fundamental working memory functions identifi ed by leading international researchers through three straightforward tests, taking a total of around 25 minutes.
THE REPORTSImmediately available results compare the student’s working memory score with the expected average for their age. The manual includes suggested interventions and case studies to support those identifi ed as having lower than expected working memory age.
QUICK GUIDE
AGE RANGE:4–15 years
SUITABLE FOR:Teachers, SENCos andSpecialist Teachers/Assessors
TEST DURATION:15–20 minutes
TEST FORMAT:Digital (CD-ROM)PC only (MAC not supported)
QUICK GUIDEAGE RANGE:7–16 years
SUITABLE FOR:Teachers, SENCos andSpecialist Teachers,Maths Teachers,Assessors
TEST DURATION:20–30 minutes
TEST FORMAT:DigitalPC only (MAC not supported)
Helen St. Clair-Thompson
Reports give a high, medium or low probability of dyslexia, in this case low.
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COGNITIVE PROFILING SYSTEM (COPS)CoPS is an in-depth assessment that identifi es specifi c learning strengths and weaknesses in students aged 4–8 who have been identifi ed as displaying dyslexic tendencies. The reports provide clear information to ensure that appropriate teaching interventions can be put in place.
CoPS is made up of:
Phonological awareness
Phoneme discrimination
Verbal short-term memory
Visual short-term memory
Visual and verbal sequencing
LUCID ASSESSMENT SYSTEM FOR SCHOOLS (LASS)Assessing students using LASS will highlight differences between actual and expected literacy levels. Diffi culties of a dyslexic nature or those caused by underlying cognitive problems can be quickly identifi ed. LASS is an ideal, detailed follow up for any students identifi ed by Rapid as having dyslexic tendencies.
As well as assessing students with dyslexia, LASS is used for:
Assessing attainment in reading and spelling
Measuring discrepancies between actual and expected literacy attainment
Identifying underlying problems in memory or phonological skills
Monitoring development in reading and spelling on a regular basis
Evaluating progress in memory, phonological and phonic skills
Assessing reasoning
QUICK GUIDEAGE RANGE:4–8 years
SUITABLE FOR:Teachers, SENCos and Specialist Teachers, Assessors
TEST DURATION:45 minutes
TEST FORMAT:Digital (CD-ROM)PC only (MAC not supported)
QUICK GUIDEAGE RANGE:LASS 8–11 yearsLASS 11–15 years
SUITABLE FOR:Teachers, SENCos and Specialist Teachers/ Assessors
TEST DURATION:45 minutes
TEST FORMAT:Digital (CD-ROM) PC only (MAC not supported)
Joanna Horne, Anita Keates and Judith Stansfield
The report acts as an at-a-glance student profile; the product manual contains help
with practical interpretation.
The report acts as an at-a-glance student profile; the product manual contains help
with practical interpretation.
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BRITISH ABILITY SCALES: THIRD EDITION (BAS3)Colin D Elliott and Pauline Smith
BAS3 assesses a student’s cognitive ability and educational achievement and can be used by educational and clinical psychologists to assess students and young people who have been referred to them for reasons including learning and behavioural diffi culties.
As a comprehensive and fl exible means of assessing different aspects of a student’s current intellectual functioning for students from 3–17 years, BAS3 allows a comparison of these aspects with the student’s basic educational progress.
SCHEDULE OF GROWING SKILLS: II (SGS)Martin Bellman, Sundra Lingam and Anne Aukett
SGS can be used from birth to 5 years and provides a reliable ‘snapshot’ of a student’s developmental level, including areas of strength and potential delay.
By using colourful and engaging toys like building bricks, a doll, pegs and shapes, it makes the tasks feel like playtime to the student, allowing professionals to observe and assess.
THE NEW REYNELL DEVELOPMENTAL LANGUAGE SCALES (NRDLS)Susan Edwards, Carolyn Letts and Indra Sinka
NRDLS is an ideal tool for identifying students’ speech and language delays and impairments. It is split into two scales. The Comprehension Scale explores aspects of a student’s understanding of selected vocabulary items and grammatical features. The Production Scale examines the student’s production of the same features of language. Parallel sections within the scales aid comparison of a student’s comprehension and production skills. The Multilingual Toolkit is an additional handbook giving guidance on how to adapt and use the NRDLS with student for whom English is an Additional Language.
PHONOLOGICAL ASSESSMENT BATTERY: SECOND EDITION PRIMARY (PHAB2)Simon Gibbs and Sue Bodman
PhAB2 offers a comprehensive battery of tests that help assess phonological awareness in students aged 5–11 years.
An essential toolkit for SENCos, specialist teachers and educational psychologists, it helps identify the phonological diffi culties some students encounter in learning to read.
gl-education.com/bas3
gl-education.com/sgs
gl-education.com/nrdls
gl-education.com/phab2
impairments. It is split into two scales. The Comprehension Scale explores aspects of a student’s understanding of selected vocabulary items and grammatical features. The Production Scale examines the student’s production of the same features of language.
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KIRKLAND ROWELL SURVEYS (KRS)®
Comprehensive support in understanding the perceptions of parents, students and staff.
Measuring and monitoring stakeholder attitudes and opinions is integral to the success of any good school, and the Kirkland Rowell Surveys are the easiest way to execute a stakeholder survey: ready-designed questionnaires, tailored to a school’s requirements, set up online, by us. We collate the results and provide clear reporting to support ongoing improvement.
Kirkland Rowell Surveys have a standardisation for international schools, helping you to identify areas of strength within the school and where school development plans should focus in future.
As well as a subject-by-subject analysis, the survey also has questions on non-academic subjects that have been identifi ed as particularly important to stakeholders, as well as your own custom questions.
The survey has questionnaires for parents, students and teachers. The analysis allows you to measure changing perceptions of student and parents, track staff wellbeing and provide fi ndings for marketing and communication strategies.
HOW CAN I USE THE DATA? Identify a baseline for self-evaluation, engaging the whole
school community
Measure the changing perceptions of parents, students and staff
Benchmark against other international schools
Verify that school development plans are on track, and provide fi ndings for marketing and communication strategies and inspections
REPORTSA series of easy-to-follow reports contain a full evidence summary for every school’s self-evaluation and refl ects various inspection frameworks.
QUICK GUIDEAGE RANGE:5–18 years
SUITABLE FOR:Teachers, SeniorLeadership Teams,Governors, Parentsand Students
TEST DURATION:Untimed
TEST FORMAT:Digital
This report shows where there is a strong positive or negative link between what is important to
stakeholders and stakeholder satisfaction.
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THE BLACK BOX SERIES
LET’S THINK! SERIESVarious Authors
The Let’s Think! Series of cognitive acceleration resources is based on research by King’s College London which indicates that a student’s thinking ability can be nurtured and developed with the right tools and environment. It helps students to make the transition to higher levels of thinking and learning, accelerating their cognitive development and, as a result, raising attainment.
The Let’s Think! Series is an innovative programme to develop the thinking skills and ability to solve problems, including:
Let’s Think! Early Years (4–5)
Let’s Think! (5–6)
Let’s Think through Maths! (5–6 & 6–9)
Let’s Think through Science! (7–8 & 8–9)
Let’s Think through Literacy! (9–11)
With a range of activities, lesson plans and guidance, it offers rich and dynamic opportunities to track students’ cognitive processes and skills as they develop.
EMOTIONAL LITERACY: ASSESSMENT AND INTERVENTIONAdrian Faupel, Southampton Psychology Service
This is a time-effi cient assessment that identifi es the status of a student’s emotional literacy. Divided into primary and secondary editions, the fully standardised assessment measures fi ve key areas of emotional literacy;
Self-awareness Empathy Motivation
Self-regard Social skills
gl-education.com/products/black-box-series
gl-education.com/products/lets-think-series
gl-education.com/products/emotional-literacy
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Edited by Paul Black, Christine Harrison, Bethan Marshall and Dylan Wiliam
Based on extensive research by King’s College, London, The Black Box Series offers practical advice for teachers on how to implement the key techniques within formative assessments. This includes questioning, feedback and peer/self-assessment.
With both generic and subject-specifi c booklets, the series includes important research fi ndings and recommendations for supporting and embedding assessment for learning in classrooms. Subject-specifi c booklets offer advice to teachers on how to interact more effectively with students, improving their learning and attainment in various subjects across the curriculum.
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DODDLEDoddle is an online platform for homework, teaching and assessment resources, covering eighteen subjects for students aged 11–18.
Teaching resources including presentations and self-marking quizzes can be used to build lessons or assign to students as homework alongside teachers’ own materials.
Revision resources help students to prepare for exams, with all resources linked to major exam boards.
Teachers can set and track all homework online using the Markbook with a question-by-question breakdown showing which topics their class struggled with and where they excelled.
BOARDWORKSBoardworks produces whole-class teaching materials for a range of curricula, including those for the UK, the IB and the US – mapped to individual state standards and the Common Core.
Boardworks resources are ready to use, and are delivered in a familiar presentation format, making them easy for teachers to edit and tailor. Group activities help to clarify complex concepts in engaging and creative ways, and our teaching material is ideal for supporting new teachers in developing engaging and effective lesson plans.
Perfect for interactive whiteboards, Boardworks technology creates a 21st century classroom.
❯ Find out more atgl-education.com/doddle
❯ Find out more at gl-education.com/boardworks
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GET IN TOUCH
If you’d like to fi nd out more about our assessments or discuss how the data could be used in your school, please get in touch. We’re looking forward to hearing about your school and discussing how our assessments can help support your needs.
LET’S MEET
Our growing team of consultants can be found at many of the regional and association conferences around the world, often presenting a breakout session or introducing an interesting case study. They also run our many seminars and workshops.
Keep an eye on the events pages of our website (gl-education.com/our-events) to see which events we’re attending and to see if there’s a workshop that fi ts your needs. Sometimes it’s a simple introduction for people new to assessment. Sometimes it’s interactive masterclass analysing the data that delegates have brought along from their school.
We’re indebted to the schools who offer to host these events and the teachers and leaders who join us on the platform to share their experience. If you’d like to host a workshop at your school or have a great story to tell about how you have used our assessments in your school we’d love to hear from you. Get in touch with Andrew Sleath at [email protected].
ONLINE EVENTS
For those that can’t make it to one of our workshops, and to bring great case studies to as wide an audience as possible, we run a regular series of webinars. If your timetable permits you to attend the live event then you can join in the Q&A but if that’s not possible, we also record the sessions so that you can listen at a later date.
In the last 12 months we’ve had webinars from schools in Asia, the Middle East, the Americas, Africa and Europe. Topics have included: mindfulness, introducing assessments to a new school, the journey from primary to sixth form, building self-effi cacy and parental engagement. You can fi nd past recordings on the website under events.
We introduced a new series of online training workshops this year. Facilitated by current school leaders these courses include practical exercises and group discussion. New modules are being introduced from September and again, details can be found on the website as dates are announced.
FIND OUT MORE
DON’T MISS OUT
If you want to make sure that you hear about our future workshops, case studies and webinars, make sure you’re on our mailing list. Email [email protected] and let us know the best email address to reach you at.
THE WEBSITE
Visit gl-education.com to fi nd a range of insightful and practical content. As well as the events pages, there are articles and blogs from a wide range of contributors. You can fi nd useful benchmarking, statistical and reference information. There are videos taking you step by step through some of the processes of administering an assessment.
GL Education online training provided me with the opportunity of extending and sharing my fi rst-
hand experience of using CAT4 with numerous other schools across the globe, thereby helping me improve and progress in the process to work
for the need based education for my students.
Shallu Sethi, Vice Principal, Ashoka
Universal School, India
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Adding Students
You can add individuals or import a batch.
https://help.testingforschools.com/display/HOH/Students
1Create a sitting
Create a new sitting whenever you need to carry out a new
round of testing.
https://help.testingforschools.com/display/HOH/Sittings
2
Create reports
Choose the type of report you want to create and select the students you want to include.
https://help.testingforschools.com/display/HOH/
Create+Reports
5
Create and distribute access codes to students
For security reasons, students access the testing site using a unique, one-time access code.
Once the sitting has been created, download the access codes and
distribute to your students.
https://help.testingforschools.com/display/HOH/
Download+Student+Login+Details
3
Students complete
tests
4
USING TESTWISE
The fl owchart below illustrates the process for testing students using our online portal Testwise www.testingforschools.com
If you are a new customer, you’ll need to log in to your account using the Customer ID and password which will be emailed to your nominated administrator. Once you’ve logged in, the fi rst thing to do is to add additional administrators to allow access to all the staff who need to administer tests. Then you are ready to begin.
For further support
please get in touch with
Technical Enquiries:
+44 (0) 330 123 5375
All products marked with the registered symbol are registered trademarks
of the GL Education Group in the UK. Prices and details are correct at
time of printing but are subject to change without notice. Full terms and
conditions can be found on our website gl-education.com.
GL1905GL Education
For enquiries please contact us on
gl-education.com
+44 (0)20 8996 3369
@GL_Education
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