New Group Reading Test Digital

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1 New Group Reading Test Digital Secondary Sample Reports This booklet contains example reports from the Group report, Individual report for teachers and the Group progress report for teachers

2 As the leading provider of formative assessments to UK schools for over 30 years, GL Assessment aims to support schools in achieving better outcomes for every pupil. Our services to customers GL Assessment aims to give customers the best possible service. To help make ordering straightforward and hassle free, we offer: Expert advice and a friendly telephone ordering service. Monday Friday 8.30am 5.00pm (excluding Bank Holidays) on Area specific Assessment Consultants who can discuss our latest assessments with you. Visit to find out more. No credit card required we invoice your school directly. Fast, reliable delivery. A comprehensive online shop where you can browse and buy resources at Get in touch... Orders and Customer Services , option 1 Technical Enquiries , option 2 Web info@gl-assessment.co.uk Area Consultants See page 16. Fax We firmly believe that reading is the key to everything. Reading and comprehension are the gateways to learning but they can also be the barriers. This is why the NGRT is particularly good as it identifies the discrepancies one way or another. International Enquiries Tel: +44 (0) international@gl-education.com Post orders to: GL Assessment, FREEPOST LON16517 Swindon, SN2 8BR Jill Wilson CBE, Headmistress, The Gleddings

3 A whole pupil approach to assessment GL Assessment has worked in partnership with schools for over 30 years to develop a range of assessments that support better outcomes for pupils. We believe in a whole pupil approach to assessment, which alongside a teacher s judgement, can provide a powerful and objective all-round view of an individual learner. We have combined our assessments to support schools in implementing a whole pupil approach. Our Complete Digital Solution provides critical insight across the following three areas: Ability To indicate a learner s potential performance Attainment To show where the learner is now and what you can do to support their highest possible achievement Barriers to learning To identify barriers that prevent a learner from achieving their greatest possible potential. For further information, please visit Assessment timeline Here is an example of one possible timeline below. Cognitive Abilities Test: Fourth Edition (CAT4) New Group Reading Test (NGRT) Form A Dyslexia and Dyscalculia Screeners Digital Pupil Attitudes to Self and School (PASS) 1st Survey Progress Test Series (PT Series) Summer Terms Levels Baseline Progress Sept Oct Nov Dec Jan Feb Mar Apr May June Kirkland Rowell Surveys (KRS) New Group Reading Test (NGRT) Form B Pupil Attitudes to Self and School (PASS) 1st Survey Single Word Spelling Test (SWST) Baseline Progress Test Series (PT Series) Autumn Terms Levels T: +44 (0)

4 2 NGRT Digital Group report

5 NGRT Digital Group report T: +44 (0)

6 NGRT Digital Group report Two students in the group were administered the phonics tasks in place of the passage comprehension test. This is because the ability score which underpins all final scores reported in NGRT Digital determines which students are given the phonics tasks (based on the score at the end of the sentence comprehension test) and this ability score was lower for Owen Bryant and John Shepherd. Each student is given a unique set of questions and their ability score is calculated twice: at the end of sentence completion and at the end of either passage completion or the phonics tasks. Four students have the same SAS, stanine and NPR and are = 17th in the group: however for two of these (described above) the scores are based on sentence completion and the phonics tasks. 4

7 NGRT Digital Group report T: +44 (0)

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10 NGRT Digital Individual report for teachers NGRT Digital Individual Report 8

11 NGRT Digital Individual report for teachers Name: Jenny Phipps School: Sample Secondary School Group: Y9 Date of test: 12/03/2014 Form: A Age: 13:10 Sex: Female Scores SAS NPR ST GR SAS (with 90% confidence bands) Reading Reading Ability (/1) Age Scale NC Reading Level Stanine SC PC :7 4C 6 3 Jenny s score for sentence completion is in the high average range whereas that for passage comprehension is below average. The latter, taken along with the gap of three stanines between the two parts of NGRT may suggest a specific problem with comprehension and it is recommended that an immediate follow-up assessment is administered that can further compare and contrast skills in decoding and comprehension. It would be most beneficial if this could be an individual, diagnostic assessment and GL Assessment s York Assessment of Reading for Comprehension which includes test material across a range of difficulty and provides scores for reading rate, accuracy and comprehension could be helpful. Intervention will likely need to focus on building on comprehension at sentence level so that the more sophisticated skills of inference can be developed. The Analysis of Passage Comprehension responses by question type below will help identify where there are specific deficits. Analysis of responses (Sentence Completion) Question difficulty Reading Ability scale T: +44 (0)

12 NGRT Digital Individual report for teachers Name: Jenny Phipps School: Sample Secondary School Group: Y9 Date of test: 12/03/2014 Form: A Age: 13:10 Sex: Female Analysis of responses (Passage Comprehension) Question difficulty Reading Ability scale Analysis of Passage Comprehension responses by question type Question type Retrieval Simple inference Context comprehension Inference and deduction Writer's purposes and viewpoints Writer's use of language Organisation of texts Social, cultural and historical traditions Number of questions in test 4/27 0/27 10/27 6/27 2/27 2/27 2/27 1/27 Number of questions answered correctly % of questions answered correctly 0% 30% 17% 100% 0% 50% 100% 10

13 NGRT Digital Individual report for teachers T: +44 (0)

14 NGRT Digital Group progress report for teachers NGRT Digital Group progress report for teachers 12

15 NGRT Digital Group progress report for teachers T: +44 (0)

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17 NGRT Digital Group progress report for teachers T: +44 (0)

18 Area Consultants Area Consultants To find your local Area Consultant, please use the colour-coded map. In addition to your Area Consultant, there is now a dedicated member of the Customer Services Team for each area of the UK that can help with your enquiries. Please see opposite for details. Northern Ireland Janice Forbes Area Advisor: Ananette Odey Mobile: Janice.Forbes@gl-assessment.co.uk North West England Andrew Gill Area Advisor: Sandie Green Mobile: Andrew.Gill@gl-assessment.co.uk South West England Mike Boyce Area Advisor: Deborah Wales Mobile: Mike.Boyce@gl-assessment.co.uk West Midlands Esther Partridge-Warner Area Advisor: Patsy Jones Mobile: Esther.Partridge@gl-assessment.co.uk East Midlands Tina Plail Area Advisor: Lorraine Philpott Mobile: Tina.Plail@gl-assessment.co.uk North London Andrew Wright Area Advisor: Lorraine Philpott Mobile: Andrew.Wright@gl-assessment.co.uk For further information on each area, please visit: consultants Central London Customer Services Area Advisor: Deborah Wales Mobile: info@gl-assessment.co.uk South East England Chris Whiting Area Advisor: Ananette Odey Mobile: Chris.Whiting@gl-assessment.co.uk North East England Mo Brown Area Advisor: Sandie Green Mobile: Mo.Brown@gl-assessment.co.uk International enquiries Tel: +44(0) international@ gl-education.com Website: Scotland Scott Campbell Area Advisor: James Fisher Mobile: Scott.Campbell@gl-assessment.co.uk Republic of Ireland Rebecca Garven Area Advisor: Patsy Jones Mobile: Rebecca.Garven@gl-assessment.ie Wales Nikki Kidd Area Advisor: Mandy Pritchard Mobile: Nikki.Kidd@gl-assessment.co.uk 16

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20 For enquiries please contact us on Tel: +44(0) For enquiries outside the UK and Ireland please contact the International team on Tel: +44(0) gl-education.com GL Assessment 9th Floor, 389 Chiswick High Road, London W4 4AJ Tel +44 (0) Fax +44 (0) gl-assessment.co.uk GL977