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 www.gl-assessment.co.uk/ngrtdigital
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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 www.gl-assessment.co.uk/cds 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)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 1
2 NGRT Digital Group report
NGRT Digital Group report T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 3
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
NGRT Digital Group report T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 5
6 NGRT Digital Group report
NGRT Digital Group report T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 7
NGRT Digital Individual report for teachers NGRT Digital Individual Report 8
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 90 26 4 1 332 11:7 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)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 9
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 0 3 1 2 0 1 1 % of questions answered correctly 0% 30% 17% 100% 0% 50% 100% 10
NGRT Digital Individual report for teachers T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 11
NGRT Digital Group progress report for teachers NGRT Digital Group progress report for teachers 12
NGRT Digital Group progress report for teachers T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 13
14 NGRT Digital Group progress report for teachers
NGRT Digital Group progress report for teachers T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ngrtdigital 15
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