Individual student report for teachers

UK standardisation
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Report generated on 03/06/2021

 PTM Individual student report for teachers

Individual student report for teachers

School: Islamia English School

Date(s) of testing: 20/05/2021 No. of students: 1

What is Progress Test in Maths?

Progress Test in Maths (PTM) is a series of age-appropriate tests for teachers to use every year to ensure that
students are making and maintaining good progress in mathematics. Each test assesses aspects of
mathematical skill and knowledge, together with the key process skills of fluency, mathematical reasoning and
problem-solving.

The PTM series consists of eleven tests: 10 tests covering the age range 5 to 14+ years (Progress Test in
Maths 5 to 14), plus an additional test for students aged between 11 and 12 years, which can be used as a
transition test on entry to secondary education (Progress Test in Maths 11T).

• For the youngest children (PTM5, PTM6, PTM7 and PTM8) the teacher reads the questions and the
answer options aloud so that the need to read is minimal.

• PTM8 to PTM14 tests are in two parts: Mental Maths and Applying and Understanding Maths. Mental
Maths questions are timed and played from an audio file (or read by the teacher). Applying and
Understanding Maths questions are answered at the student's own pace.

Why use Progress Test in Maths?

Progress Test in Maths (PTM) can be used for both formative and summative purposes to identify strengths
and weaknesses in students’ maths skills and knowledge, and to plan teaching and learning strategies, targeted
support, and extension work for groups and individuals. Using PTM year-on-year provides accurate and reliable
information on students’ attainment and progress in key maths competencies.

The Standard Age Score (SAS) is a reliable measure for ensuring that monitoring is accurate and based on
relevant test content, and that students are making good progress.

PTM results from a large numbers of students have been correlated with results from subsequent GCSE
examinations to produce an indicator for mathematics for each student.

Relationship between scores

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PTM Individual student report for teachers

Example scores

The number of questions
attempted can be important: a
student may have worked very
slowly but accurately and not
finished the test and this will
impact on his or her results.
Performance on a test like PTM can be The Stanine (ST) places the The Group Rank (GR) shows how each
influenced by a number of factors and the student’s score on a scale of 1 student has performed in comparison to
confidence band is an indication of the range (low) to 9 (high) and offers a those in the defined group. The symbol
within which a student’s score lies. The broad overview of his or her = represents joint ranking with one or
narrower the band the more reliable the score. performance. more other students.
This means that 90% confidence bands are a
very high level estimate. The dot represents the
student’s SAS and the horizontal line represents
the confidence band. The yellow shaded area
shows the average score range.

SAS (with 90% confidence bands) GR

No. attempted (/50) SAS ST NPR GCSE indicator
(/30)

50 105 5 62 13 5.5

The Standard Age Score (SAS) is the most important The National Percentile Rank (NPR) The GCSE grade/scale indicates
piece of information derived from PTM. The SAS is relates to the SAS and indicates the where future attainment may be on his
based on the student’s raw score which has been percentage of students obtaining any or her performance in national tests and
adjusted for age and placed on a scale that makes a particular score. NPR of 50 is average. examinations.
comparison with a nationally representative sample of NPR of 5 means that the student’s
students of the same age across the UK. The average score is within the lowest 5% of the
score is 100. The SAS is key to benchmarking and national sample; NPR of 95 means that
tracking progress and is the fairest way to compare the the student’s score is within the highest
performance of different students within a year group or 5% of the national sample.
across year groups.

Copyright © 2015 GL Assessment Limited. Page 3 of 8

 PTM Individual student report for teachers

Name: MUHAMMAD JAWAD NAYYER

School: Islamia English School

Group: 6D Sex: Male

Date of testing: 20/05/2021 Age: 12:00

Scores

No. attempted SAS (with 90% confidence bands) GR

SAS ST NPR GCSE indicator
(/67) (/1)

67 118 7 89 1 7.1

Analysis of Curriculum Content categories

Number of Student National Student/national

Curriculum Content category
questions % correct % correct difference

Number 26 74% 39% 35%

Statistics 9 89% 47% 42%
Algebra 5 100% 31% 69%
Geometry and measures 20 71% 39% 32%
Probability 2 0% 8% -8%
Ratio, proportion and rates of change 5 60% 29% 31%

Analysis of Process categories

Number of Student National Student/national

Process category
questions % correct % correct difference

Fluency in facts and procedures 16 94% 48% 46%

Fluency in conceptual understanding 29 80% 44% 36%
Mathematical reasoning 12 62% 26% 36%
Problem solving 10 36% 19% 17%

Implications for teaching and learning

• MUHAMMAD JAWAD is developing the language of mathematics broadly in line with expectations for this
age group. Fluency and agility in both Applying and Understanding Maths and Mental Maths are generally
at a level expected for this age group.
• Reviewing the Analysis of Curriculum Content categories will help to identify where there are specific
strengths and weaknesses and to plan next steps.
• Where scores are fairly evenly balanced across the curriculum categories, this suggests that
MUHAMMAD JAWAD will generally demonstrate a level of understanding of mathematical concepts
commensurate with this age group.
• Where scores across the curriculum categories are uneven, specific areas of weakness might be
addressed as follows:
o Further targeted practice in the areas identified as being relatively weaker.

o Practical activities using equipment that is designed to help MUHAMMAD JAWAD to 'see' the thinking
that lies behind any concepts that are not yet secure.

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 PTM Individual student report for teachers

Name: MUHAMMAD JAWAD NAYYER

School: Islamia English School

Group: 6D Sex: Male

Date of testing: 20/05/2021 Age: 12:00

o Get MUHAMMAD JAWAD to explain workings to another student so that any misconceptions can be
highlighted and corrected through discussion.
• MUHAMMAD JAWAD is secure in performing the basic mental calculations expected for this age group
and has performed above average in this aspect. These include fluency with whole numbers and the four
operations, including number facts and the concept of place value (four and five digit numbers).
• Next steps should include opportunities to stretch and develop conceptual understanding, to increase
mental agility and to progress the development of formal written mathematics using age appropriate
symbols and methodologies. This can be done by emphasising the higher order skills of hypothesising or
predicting (If Claire has 78p and Andy has £3.72 how much should Andy give Claire so that they each
have the same amount of money?); interpreting results (for example data in two-way tables) and applying
reasoning (How many different four-digit numbers can be made that are greater than 8000 from the
numbers 1, 3, 7, 8?).
• Provide practice time with frequent opportunities for MUHAMMAD JAWAD to use one or more known
facts to work out more facts, for example using his skills of inversing calculations.
• More emphasis on explaining methodology, justifying answers and procedures, together with the
opportunity to change questions, for example by saying 'What if...?' and then altering some aspect (so the
same skills of place value, for example, are being applied) of the set question, will ensure that
MUHAMMAD JAWAD develops his problem solving skills of reasoning and generalising.
• To succeed in secondary level mathematics, a secure understanding of the concepts from primary maths
should already be in place. This is not an exhaustive list but the concepts include:
o equivalencies of fractions, percentages, decimals and ratios

o recognise proportionality in contexts when the relations between quantities are in the same ratio (for
example, similar shapes and recipes)
o the use of symbols and letters to represent variables and unknowns in mathematical situations that
MUHAMMAD JAWAD already understands, such as:
• missing numbers, lengths, coordinates and angles
• formulae in mathematics and science
• equivalent expressions (for example, a + b = b + a)
• generalisations of number patterns
o vocabulary associated with geometric shapes in 2D and 3D (perpendicular, parallel, perimeter, area,
volume, vertex, edge and face) and calculate the area of parallelograms and triangles
o simple vocabulary associated with the circle (radius, diameter, circumference, quadrant) and be
familiar with simple associated algebraic expressions such as d = 2 x r
o language of angles (obtuse, acute, reflex, vertically opposite)
o describe positions on the full coordinate grid (all four quadrants) including drawing and translating
simple shapes on the coordinate plane, and reflecting them in the axes
o graphical representation of data in pie charts, bar graphs and scatter diagrams
o being able to calculate the mean of a set of data
o ability to express unknown quantities with letters and a basic appreciation of algebra as a way of
generalising.
• MUHAMMAD JAWAD should also be able to connect work on angles, fractions and percentages and
apply it to the interpretation of pie charts; draw graphs relating two variables, arising from his own enquiry
and in other subjects. MUHAMMAD JAWAD should connect conversion from kilometres to miles in
measurement to its graphical representation.

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PTM Individual student report for teachers

Name: MUHAMMAD JAWAD NAYYER

School: Islamia English School

Group: 6D Sex: Male

Date of testing: 20/05/2021 Age: 12:00

Analysis by question
The table below shows each question and the pupil's response (correct/incorrect) compared with the national average.

National
Question Curriculum Process Score
Question Content %
number category category (/X)
correct
MM1 GM FF Each side of a regular hexagon measures three centimetres. What is its perimeter? (0/1) 44
MM2 GM FF The radius of a circle is seven centimetres. What is its diameter? (1/1) 40
MM3 GM FC Look at the angles on your screen. Click on the obtuse angle. (1/1) 66
MM4 N FC Type nought point seven five as a fraction. (1/1) 54
MM5 GM FC Look at the shapes on your screen. Click on the trapezium. (1/1) 75
MM6 GM FC Find the area of a rectangle with sides that measure nine centimetres and four centimetres. (1/1) 58
MM7 N FC Look at the list of numbers on the screen. Click on all the prime numbers. (1/1) 42
MM8 N FF Type the fraction eighteen over seven as a mixed number. (1/1) 28
MM9 N FC How much tax does Peter pay on five hundred and forty pounds? (1/1) 27
MM10 RPR FC How many green sweets are in the packet? (0/1) 20
MM11 GM FC Find the area of a triangle with a base of six centimetres and a height of four centimetres. (1/1) 23
MM12 N FC What was the day temperature? (0/1) 72
MM13 N FF Look at the number on your screen. Round this to the nearest whole number. (1/1) 58
MM14 N FF How many marbles do I give to my friend? (1/1) 48
MM15 A FC What is the value of x? (1/1) 57
MM16 GM FC Find the circumference of a circle whose radius is twenty centimetres. (0/1) 14
Curriculum categories: N = Number; GM = Geometry and measures; S = Statistics; RPR = Ratio, proportion and rates of change; P = Process categories: FF = Fluency in facts and procedures; FC = Fluency in conceptual understanding; PS = Problem solving; MR =
Probability; A = Algebra Mathematical reasoning

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PTM Individual student report for teachers

National
Question Curriculum Process Score
Question Content %
number category category (/X)
correct
MM17 GM FC What is the fourth angle? (1/1) 34
MM18 RPR FC There were ten vans, how many cars were there? (1/1) 34
MM19 A FC What is the value of y when x equals three? (1/1) 31
MM20 GM FC Find the volume of a cube with sides that measure four centimetres. (1/1) 12
AU1 N FF Which of these numbers are multiples of 5? Click on all of the multiples of 5. (1/1) 90
AU2 N FF Which of these numbers are prime numbers? (1/1) 24
AU3 N FF Which of these numbers are factors of 27? (1/1) 54
AU4 GM FC Move the correct digital time to each picture. (1/1) 65
AU5a N FF Arrange the seasons in order of attendance, from lowest to highest. (1/1) 83
AU5b N FF Calculate the decrease in attendance from 2009/10 to 2010/2011. (1/1) 37
AU6a N FF How far is it from Moulton to Denton? (1/1) 53
AU6b N FF How far is it between Denton and Filby? (1/1) 34
AU7 N FC What temperature is this thermometer showing? (1/1) 75
AU8 N FC Move the arrow to show a temperature of -7°C on this thermometer. (1/1) 78
AU9 S FC Click on the thickest coin. (1/1) 71
AU10 S FC How much does the heaviest coin weigh? (1/1) 82
AU11 S FC Which two coins together weigh 6.37 grams? Click on them. (1/1) 68
AU12 GM FF What name best describes these triangles? (1/1) 72
AU13a GM FF Which triangle is a reflection of triangle A? (1/1) 40
AU13b GM FF Which triangle is a translation of triangle A? (1/1) 44
AU14 N FF Which of these films was made more recently? In decimal numbers, in which year was this film made? (1/1) 15
AU15a N FC What weight of sugar is there in a 340-gram jar? (0/1) 25
AU15b N FC What is the percentage of sugar in her 'low-sugar' jam? (1/1) 14
AU16a GM MR Move B and C to the correct places. (1/1) 60
AU16b/c GM MR Plot the point D to make ABCD a rectangle. What are the co-ordinates of D? (1/1) 36
AU17 N FC Move the fractions to their correct positions on the decimal number line. (1/2) 23

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PTM Individual student report for teachers

National
Question Curriculum Process Score
Question Content %
number category category (/X)
correct
AU18a A PS Write a formula for the perimeter, P, in terms of x and y. Write your answer as simply as you can. (1/1) 20
AU18b A PS Use your formula to calculate the perimeter of the shape x = 3 metres and y = 5 metres. (1/1) 35
AU18c A PS If the perimeter of the shape is 32 metres, what are the values of x and y? (1/1) 13
AU19a S FC What is the median height? (1/1) 47
AU19b S FC Which height is the mode? (1/1) 35
AU20a GM MR Calculate the size of angle a. (0/1) 37
AU20b GM MR Calculate the size of the angle marked b. (0/1) 12
AU21a RPR FC How many boys are there? (1/1) 44
AU21b RPR FC What is the ratio of girls to boys? (1/1) 21
AU22 RPR FC How many girls and how many boys are there? (0/1) 28
AU23 S MR Complete the table below to show the pie chart angle for salad sandwiches. (1/1) 37
AU24 S MR Which of these pie charts shows the survey results? (1/1) 50
AU25a N PS Complete this table. (0/1) 45
AU25b N PS How many sticks would there be in pattern number 10? (0/1) 21
AU25c N PS What pattern number would have 93 sticks? (0/1) 14
AU26 N MR Choose the correct calculation (0/1) 12
AU27a N MR What fraction of the normal total price does he save? (1/1) 5
AU27b N MR What percentage of the normal total price does he pay? (1/1) 6
AU28a GM MR Calculate the size of angle a. (1/1) 38
AU28b GM MR Calculate the size of angle b. (0/1) 20
AU29 GM MR Calculate the circumference of the wheels. (1/2) 15
AU30a S PS A ship is travelling at 10 knots. What is its speed in kilometres per hour? (1/1) 24
AU30b S PS A ship is travelling at 30 knots. What is its speed in kilometres per hour? (0/1) 11
AU31 P PS Put these scores in order from least likely to most likely. (0/2) 8
AU32 P PS What is the probability that she will get a total score of 6? (0/1) 9

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