Gla International Catalogue Web

International
Brochure
Assessments & Resources to
Support Teaching & Learning
2017/18
gl-education.com
A LEADING PROVIDER OF
FORMATIVE ASSESSMENTS
Supporting schools for over 35 years to
achieve better outcomes for every student
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 first five pages offer an introduction to the value of student data,
case study examples and help in deciding which level of assessment to Technical
use and when to carry out testing.
Enquiries:
+44 (0) 330 123 5375
+44 (0)20 8996 3369
international@gl-education.com
gl-education.com
linkedin.com/company/gl-education
CONTENTS
Assessment Levels and Timeline 5 Dyslexia and Dyscalculia Screeners Digital 28
Cognitive Abilities Test: Fourth Edition 6–9 Exact 29
CAT4 Combination Report 10–11 Rapid 30
Reasoning 5-7 12 Recall 30
Verbal Reasoning 12 Cognitive Profiling Systems 31
Non-Verbal Reasoning 12 Lucid Assessment System for Schools 31
Baseline and Baseline Progress 13 British Ability Scales: Third Edition 32
Progress Test Series 14–17 Schedule of Growing Skills: II 32
New Group Reading Test 18–19 The New Reynell Developmental Language Scales 32
New Group Spelling Test 20 Phonological Assessment Battery: Second Edition Primary 32
Admissions 21 Kirkland Rowell Surveys 33
Pupil Attitudes to Self and School Survey 22–23 The Black Box Series 34
SEN Assessment Toolkit 24–25 Let’s Think! Series 34
British Picture Vocabulary Scale: Third Edition 26 Emotional Literacy: Assessment and Intervention 34
York Assessment of Reading for Comprehension 26 Doddle 35
WellComm: A Speech and Language Toolkit for Screening Boardworks 35
and Intervention in the Early Years: Revised Edition 27 Using Testwise 37
GL EDUCATION IS AN AFFILIATE MEMBER OF:

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 confidence or learning difficulties 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 find 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
first-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
1
DATA FOR TEACHING AND LEARNING
CAT4 PT Series
Reasoning Tests NGRT
Placement Test Baseline
NGST
PASS
SEN Assessment Toolkit
We believe in an holistic approach to assessment Our Pupil Attitudes to Self and School (PASS)
that provides teachers with a greater understanding survey helps teachers to get behind the ‘mask’
of each student. This information supports children often wear to understand student
personalised teaching and learning to help each perceptions; identify groups and individuals in need
child achieve their full potential. of support; develop effective interventions and
By comparing attainment data alongside a measure encourage students to develop a growth mindset.
of abilities teachers can determine whether each Finally, to support schools’ inclusive agendas, we
individual is at the level they should be, and whether provide a range of screeners and diagnostic tools
the progress they are making reflects their starting that classroom teachers can use to identify common
point and their potential. barriers to learning including dyslexia, dyscalculia
Our measures of attainment and progress (Progress and working memory issues.
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 Only by understanding
learner profile from our Cognitive Abilities Test: a student’s abilities, and
Fourth Edition (CAT4), schools can provide a particularly their attitudes,
personalised learning experience which reinforces a can we put any measure of
student’s strengths but also identifies areas that need
attainment or progress in
intervention and supports literacy initiatives.
context and identify how to
Student self-efficacy is recognised by the OECD*
best help them to achieve
and others as a key driver of a student’s success.
their full potential.
It should be the ambition of all good schools to
develop confident, life-long learners able to make Matthew Savage, Acting
the most of their abilities and face the challenges
Principal, International
beyond school.
Community School
Amman
*http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm
2 international@gl-education.com
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 Nagoya International School, Japan

Identifying fragile learners Assessment in an IB context
Rosemary Elmes is the Senior Leader for Standards Lucinda Willis, Director of Learning, wanted an
at GEMS Wellington Primary School in Dubai. She assessment that would help teachers to get to know
compared students’ mean standard age score from their students as quickly as possible.
CAT4 against their Perceived Learning Capability “The IB curriculum is interdisciplinary and
score from the PASS survey (one of 9 different transdisciplinary, as is CAT4 – it provides unique
attributes it measures). information about children’s ability, regardless of
Those who had achieved a high CAT4 result but previous schooling.
had a low opinion of their capability for learning The IB curriculum is also an inclusive curriculum that
were pinpointed as fragile learners – at risk of low builds on individual skill sets. I knew CAT4 could
achievement. help teachers differentiate effectively and pick up
The school re-assessed all their at-risk students four issues that might otherwise be missed, such as a
months after the initial survey and discovered a 33% child who starts to show signs of underachieving.”
improvement in attitudinal factors, including some The table shows how Lucinda brings together
dramatic changes for individual students. CAT4 scores alongside external attainment data and
❯ Read the full case study at teacher grading to show how all the elements work
gl-education.com/gems-wellington together to build a clear student profile.
❯ Read the full case study at
Olashore International School, Nigeria gl-education.com/nagoya-international
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 profiles, 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 3

DATA FOR LEADERSHIP
School improvement, inspections
and stakeholder engagement.
The COBIS Patron’s
Accreditation and Compliance
The data from our assessments can be used effectively
scheme is an external validation
by stakeholders throughout a school, from classroom
system with school improvement
teachers to leadership teams and school owners.
at its core. Effective use of
Using standardised assessments such as CAT4 and the
Progress Test Series provides schools with a reliable data to provide a supportive
international benchmark. They provide senior leaders approach to learning and to
with external validation for teacher judgements and let improve learning outcomes is an
them see how their students are progressing against integral part of the scheme.
the student’s own potential.
By examining student data at a whole school level, Colin Bell, CEO, Council
senior leaders can identify trends and areas for of British International
improvement. This informs schools’ self-evaluation and Schools (COBIS)
feeds into inspections and accreditation processes.
Many schools find it challenging to recruit experienced
teaching staff. The use of standardised data provided
by our assessments can support internal professional
development activities for newly qualified or less experienced teachers
and help the development of teaching practices such as supporting
meta-cognition and Assessment for Learning. Find out more
The advantages of this approach are magnified at a school group level, about how we work
allowing senior management and school owners to ensure that every with school groups
school in their charge is living up to their values. Parents demand that the
on our website –
standards they have come to expect will be matched regardless of any
change in geography and context. gl-education.com/
school-groups
A VALID INTERNATIONAL BENCHMARK

In late 2016 we started a benchmarking exercise
to compare the scores achieved by thousands of ANALYSIS TO SUPPORT YOU
international students globally against the original
standardisations for CAT4 and the Progress We have more projects planned and underway to
Test Series. The CAT4 and Progress Test Series provide benchmarks, trends and other information
for English, maths and science are historically that helps schools to contextualise their own
standardised against the UK school population. data. The more schools that participate, the more
insightful the results will be.
We found that the distribution of scores for CAT4
for international schools is very similar to the If your school or group might be interested in
original standardisation. The verbal reasoning participating in this kind of project, contact us at
scores were typically slightly lower which might international@gl-education.com
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 reflected in the Progress Test Series scores. If we saw a lower CAT4 verbal score
for a year group of students, this was reflected 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
confident that the standardisations remain relevant for international schools.
❯ To read the full article please go to gl-education.com/internationalbenchmarking
CHOOSING THE RIGHT ASSESSMENT
The table below matches the assessment test levels to the
appropriate year groups and grades for different curricula.
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
1 Kindergarten KG 2 (Sr KG) Kindergarten Reasoning 5–7 6 6 PASS 1
2 1st 1st 1st PYP Reasoning 5–7 7 7
3 2nd 2nd 2nd PYP Pre–A 8 8 8
4 3rd 3rd 3rd PYP A 9 9 9
PASS 2
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* NGRT
8 7th 7th 7th MYP E 13 13 13**
9 8th 8th 8th MYP F 14 14 14*** PASS 3
10 9th (Freshman) 9th 9th MYP F
11 10th (Sophomore) 10th 10th MYP G
12 11th (Junior) 11th 11th DP (Junior) G
PASS 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 international@gl-education.com for advice about the levels you need to use
SUGGESTED TIMELINE
This 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 Progress Test Series (PT Series)
Spelling Test (NGST)
Pupil Attitudes to Self and School (PASS) Baseline Progress
Sept Oct Nov Dec Jan Feb Mar Apr May June July
New Group Reading Test (NGRT)

From Autumn 2017… New Group
Spelling Test (NGST)
Baseline
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.
+44 (0)20 8996 3369 5

COGNITIVE ABILITIES TEST: FOURTH
ABILITY
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
QUICK GUIDE
and weaknesses across four types of reasoning: Verbal,
AGE RANGE:
Non-Verbal, Quantitative and Spatial.
6y 6m–17+ years
By measuring a student’s ability to reason with different
types of material, CAT4 allows you to assess the way a SUITABLE FOR:
student thinks and how they will learn best, which enables Teachers, Assessment
you to personalise teaching and learning effectively. Co-ordinators, Admissions staff
The detailed reports provide you with a unique student TEST DURATION:
profile and include a series of narratives that explain and 135 minutes
interpret test outcomes. Indicators are provided for GCSE,
TEST FORMAT:
A Level and the IB MYP and DP. The CBSE edition provides
CAT4 Digital
indicators for Grade X and Grade XII from September 2017
and Paper
Testing can also be carried out from Year 3 with CAT4
Pre-A. David F Lohman and Pauline Smith
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, Instructions
including EAL and Gifted & Talented available in Arabic,
Personalise teaching and learning based on the Mandarin, Malaysian
student profile and Spanish to
Establish challenging yet achievable targets for every support EAL
student
Communicate with students, parents and stakeholders
Set a baseline for analysis, self-evaluation and inspections
Grade Grade (IB

Age CAT4 Year (UK) Grade (US)
(Indian) 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)
The table shows which levels of CAT4 should

be used at different school years or grades.
REPORTS
ABILITY
Instant 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 profile 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
benefit 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
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 and
discussion 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 and
giving presentations.
• You may find learning that involves making models, devising diagrams and charts and visualising objects
moving quite difficult. So you may find maths calculations much more straightforward than solving problems
that involve geometric shapes, for example.
• However, you may find that you get ahead quickly in some subjects such as English and history and so
need extra work that allows you to do more research or read around a subject or follow your own interests. This Individual report
If you have a favourite subject, ask your teacher about this.
for students includes an
• You can improve your spatial skills with practice and by using your good verbal skills to explain processes
that you may find challenging. informative narrative to
• Make sure you read widely outside school. Read from a range of different types of books, as this will add to help them become aware
your knowledge and skills.
of their strengths and
• Think about activities outside school that can help develop your spatial ability. Art club, craft or even
science club might be fun and helpful. weaknesses and take
ownership.
+44 (0)20 8996 3369 7

Name: David Smith
School: Test School
Group: Year 7
Date of test: 13/09/2011 Level: D Age: 11:01 Sex: Male
GCSE indicators
ABILITY
Results 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 reach
with 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 student obtaining grade C or higher

Probability of obtaining each grade Most likely ʻIf challengedʼ Probability of student obtaining grade A or A*
grade achieved grade achieved
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
School: Sample
Copyright International
© 2012 School
GL Assessment Limited Page 274 of 305
Group: Sample International School In this Individual report for teachers, you can
Date of test: 31/05/2013 Level: F No. of students: 21
see the indicators for likely grades which
Group analysis (by battery)
The table below shows mean (average) scores for all students compared with those for the national sample.
help set realistic but challenging targets.
Verbal Quantitative Non-verbal Spatial Overall Pointers are also available for CBSE and IB.
mean SAS mean SAS mean SAS mean SAS mean 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
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.
School: Test School
Group: Year 7
Copyright © 2015 GL Education Ltd Page 4 of 10
Date of test: 13/09/2011 Level: D No. of students: 60
Student profiles
The analysis of CAT4 scores allows all
students to be assigned a profile; that is they
are assigned to one of seven broad
descriptions of their preferences for learning.
The Verbal Reasoning and Spatial Ability
Batteries form the basis of this analysis and
the profiles are expressed as a mild,
moderate or extreme bias for verbal or spatial
learning or, where no bias is discernable (that
is, when scores on both batteries are similar),
as an even profile.
The diagram shows the distribution of
students across the seven profiles which are
indicated by the coloured bands.
Extreme verbal bias
Moderate verbal bias
Mild verbal bias
No bias
In this Group report for teachers Mild spatial bias
you can see instantly the way Moderate spatial bias
Extreme spatial bias

each student prefers to think, Males
enabling you to personalise Females
teaching and learning.

Copyright © 2012 GL Assessment Limited Page 9
ABILITY
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.
Indicated GCSE grades, subjects A–H (most likely grade followed by ʻif challengedʼ grade in bold)
Mean
Student name
SAS
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 A
Bau 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 A
Ling 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 B
Chiong 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 A
Tsang 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 A
Tung 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 A
Hsueh 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 A
Ying 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 B
Fung 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 A
Cai 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 A
Mau 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 A
Mak 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
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.
Copyright © 2015 GL Education Ltd Page 12 of 16
+44 (0)20 8996 3369 9

CAT4 COMBINATION
ABILITY
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 identifies students whose attainment for English or maths
is above or below expectations. An accompanying narrative poses To find out how to
questions which helps teachers to think about how to use the generate a CAT4
information.
Combination report, visit
Because the reports are generated automatically, they reduce
gl-education.com/
schools’ administrative burden and allow teachers to intervene
immediately where required.
combi-report
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

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
REPORTS
CAT4 can be combined with Progress Test in Maths and either
CAT4 Group combination report for teachers with PTE and PTM
Progress Test in English or the New Group Reading Test.
School: Test School
Group: Sample School No. of students: 30
Date(s) of testing for CAT4: 11/10/2015 Level: D
Date(s) of testing for PTE: 29/02/2016 Level: 3
Date(s) of testing for PTM: 27/02/2016 Level: 3
Scores for the group (by surname)
CAT4 PTE CAT4 PTE CAT4 CAT4 CAT4

Student name Verbal Overall English discrepancy category Verbal Overall Maths discrepancy category Non-verbal Spatial Mean
SAS SAS SAS SAS SAS SAS SAS
Tom Albright 96 134 Much higher than expected 80 110 Much higher than expected 88 100 91
Daniel Browne 110 93 Much lower than expected 106 106 Expected 100 109 106
Dominic Browne 103 96 Expected 85 98 Higher than expected 97 98 96
Joshua Browne 130 93 Much lower than expected 1 16 102 Lower than expected 106 117 117
Louisa Cole 113 115 Higher than expected 107 113 Higher than expected 98 97 104
Danielle Dixon 92 94 Expected 106 91 Much lower than expected 112 125 109
Nick Duffy 100 103 Expected 101 112 Much higher than expected 87 112 100
Billy Freeman 117 108 Expected 107 85 Much lower than expected 98 108 108
Martin Gibson 81 103 Much higher than expected 73 79 Expected 64 66 71
Nathan Gill 94 113 Much higher than expected 91 80 Much lower than expected 83 81 87
Jahazabe Imran 122 73 Much lower than expected 112 89 Much lower than expected 101 100 109
Sophie Jobson 99 91 Lower than expected 103 117 Much higher than expected 88 116 102
Natasha Jones 109 105 Expected 108 119 Much higher than expected 101 105 106
Elise Kelly 105 102 Expected 79 106 Much higher than expected 75 120 95
Sarah Ling 106 115 Higher than expected 110 104 Expected 109 105 108
Ben Lynch 101 119 Much higher than expected 103 93 Lower than expected 76 86 92
Yordan Madzhirov 108 99 Lower than expected 83 104 Much higher than expected 92 - 94
Charlie Masters 93 91 Expected 91 101 Higher than expected 97 107 97
Sue Moore 109 93 Much lower than expected 95 89 Lower than expected 92 107 101
Tom Murdie 107 78 Much lower than expected 109 107 Expected 95 101 103
Florence Nash 110 105 Expected 125 103 Much lower than expected 114 114 116
Fiona Norton 110 107 Expected 107 105 Expected 106 112 109
Pauline Nurse 94 97 Expected 96 88 Lower than expected 102 100 98
Dora Okai 103 105 Expected 112 110 Expected 109 108 108
CAT4 Verbal and Quantitative scores are compared to scores for
The Standard Age Score (SAS) is based on the student’s raw score which has been adjusted for age and placed on a
scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The
Progress Test in English (PTE) and Progress Test in Maths (PTM).
average score is 100.
All CAT4 scores are shown; including the mean score.

Copyright © 2015 GL Assessment Limited Page 3 of 19
ABILITY
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.
+44 (0)20 8996 3369 11

REASONING 5–7; VERBAL REASONING;
ABILITY
NON-VERBAL REASONING
Assess 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.
QUICK GUIDE
It also measures the potential of students with limited reading AGE RANGE:
skills including those with dyslexia, poorly motivated students, Reasoning 5–7:
and EAL students. 4yrs 0 months – 8yrs 0 months
Reasoning 5–7 is a combined test for younger students. Verbal and Non-Verbal:
The test is administered individually or in small groups, with 8yrs 0 months – 14yrs 0 months
students recording their answers in a booklet. SUITABLE FOR:
Teachers and SENCos
HOW CAN I USE THE DATA? TEST DURATION:

Reasoning 5–7:
Help identify the potential for students with limited reading 30–40 minutes
skills and EAL Verbal and Non-Verbal:
Gain an insight into students’ ability to help inform teaching 40–50 minutes
strategies
TEST FORMAT:
Can support decisions for school admissions Reasoning 5–7:
Paper
Verbal and Non-Verbal:
REPORTS Digital and Paper
Verbal and Non-Verbal Reasoning reports are available
GL Assessment and National
instantly for digital users; paper users can take advantage of Foundation for Educational Research
our Online Marking Tool. It reduces scoring time significantly
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.
ATTAINMENT AND PROGRESS
BASELINE® AND BASELINE PROGRESS
Fully standardised baseline assessments to measure student progress
in the first year of primary school.
Baseline and Baseline Progress provide you with an efficient,

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.

Create a baseline for literacy and mathematics on entry QUICK GUIDE
to school
AGE RANGE:
Use quantitative data alongside teacher observation data
4–5 years
to support teaching and learning
Measure progress at the end of the first year in school SUITABLE FOR:
(Baseline Progress) Teachers and Teaching
Assistants
Track progress across the primary years through links to
the Progress Test Series TEST DURATION:
Communicate with teaching staff and parents 25 minutes
TEST FORMAT:
Digital (on a tablet)
REPORTS
GL Assessment
Baseline 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. The Group report for teachers provides
the full range of standard scores for all
the assessed children.
+44 (0)20 8996 3369 13

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 PROGRESS TEST IN PROGRESS TEST

ENGLISH (PTE) MATHS (PTM) IN SCIENCE (PTS)
Assesses students’ technical English Monitors students’ mathematical Measures two dimensions
skills including: skills and knowledge, in areas of science learning:
– Phonics (for the youngest learners) such as: – Science content
– Spelling – Number knowledge and
– Shape understanding
– Grammar
– Data handling – Working scientifically
– Punctuation
(applying science skills)
– Comprehension – Algebra
Reports on Biology,
– Fluency in facts and
Chemistry and Physics
PROGRESS IN procedure
WRITING – Problem solving
A series of copiable resources to help – Mathematical reasoning
teachers to gauge students’ writing
progress. This section is criterion
based – not a standardised test.
QUICK GUIDE QUICK GUIDE QUICK GUIDE

PTE PTM PTS
AGE RANGE: AGE RANGE: AGE RANGE*:
Paper 5–14 years Paper 5–14 years Paper 8–14 years
Digital 7–14 years Digital 7–14 years Digital 8–14 years
SUITABLE FOR: SUITABLE FOR: SUITABLE FOR:
Teachers, Literacy Teachers, Maths Teachers, Science
Co-ordinators and Co-ordinators and Co-ordinators and
SENCos SENCos SENCos
TEST DURATION: TEST DURATION: TEST DURATION:
60–75 minutes 45–75 minutes 60 minutes
depending on test depending on test
TEST FORMAT:
level level
Digital and Paper
TEST FORMAT: TEST FORMAT:
Digital and Paper Digital and Paper GL Assessment
(levels 5–6 paper only) (levels 5–6 paper only)
National Foundation for Mathematics Assessment

Educational Research Resource Service (MARS) –
Nottingham University
*no level 12
Benchmark attainment against students and schools
internationally
Monitor student progress year-on-year We shared
Support professional development of teachers Progress Test results with our
Communicate with parents and other stakeholders parents, including percentile rank
Can be used to identify underperformance when and standardised age scores.
used with CAT4 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
Progress Test in Maths interventions in place if necessary.
includes an additional
‘Mental Maths’ test from Derek Smith, Principal,
test Level 8, which adds Olashore International
a mental arithmetic School
dimension to the test.
Grade Grade (IB The table

Age PTM PTE PTS Year (UK) Grade (US)
(Indian) Programme) shows which
4.0–5.11 5 5 Reception (FS 2) Preschool Pre-Kindergarten levels of the
5.0–6.11 6 6 1 Kindergarten Kindergarten Progress Test
6.0–7.11 7 7 2 1st 1st 1st PYP Series should
7.0–8.11 8 8 8 3 2nd 2nd 2nd PYP be used at
8.0–9.11 9 9 9 4 3rd 3rd 3rd PYP different
9.0–10.11 10 10 10 5 4th 4th 4th PYP school years
10.0–11.11 11 11 11 6 5th 5th 5th PYP or grades.
11.0–12.11 11T*/12 11T*/12 11T 7 6th 6th 6th PYP Testing should
12.0–13.11 13 13 13 8 7th 7th 7th PYP take place at
13.0–14.11 14 14 14 9 8th 8th 8th PYP the end of the
school year.
* 11T must be administered in the first 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
international@gl-education.com for advice about the levels you need to use.
REPORTS
The 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
+44 (0)20 8996 3369 15

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.
ATTAINMENT AND PROGRESS 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.
SAMPLE REPORTS
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.
The Individual report for

Scores
parents gives a breakdown
No. attempted
(/67)
SAS
SAS (with 90% confidence bands)
ST NPR Maths level
Progress
Category and analysis of scores, as
60 70 80 90 100 110 120 130 140
67 116 7 86 5b Average
well as guidance to support
Analysis of Curriculum Content categories
learning at home.
Number of Student % National % Student/national

Curriculum Content category
questions correct correct 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%
Description of scores
• 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—
PTE Group report for teachers
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.
School: Sample English School
Group: ST No. of students: 25
www.gl-assessment.co.uk/ptseries Date(s)
23 of testing: 01/01/2015
This Group report shows how the Analysis of group scores (all students)
cohort is performing in relation to
The table and bar chart below show the distribution of scores for the group against the national average.
the National average.
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%
Distribution of scores (all students) compared with the original average
30%
• The mean Standard Age
Score for this group is
25%
significantly above the
national average.
Percentage of students
20%
15%
10% • The spread of Standard

Age Scores for this
group is not significantly
5% different from the
national average.
0%
<74 74–81 82–88 89–96 97–103 104–111 112–118 119–126 >126
Very Below average Average Above average Very

low high
Standard Age Score Bands
All Students National Average
The table below shows the mean scores with confidence bands for the group against the national average.
No. of students Mean SAS SAS (with 90% confidence bands)

60 70 80 90 100 110 120 130 140
National average - 100.0
All students 25 110.0
www.gl-assessment.co.uk/ptseries 7
PTE Report pages.indd 7 The scores for the 27/10/2016 14:06
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.
PTM Group report for teachers

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)

The table and chart below shows the percentage of questions answered correctly by all students compared with
those for the national average.
Number of Group % National %

Curriculum content category Difference
questions correct correct
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%
Percentage of questions answered correctly by all students compared with the national average
This can help you
Analysis of group score by
understand gaps in
90%
learning and the curriculum content identifies
group’s strengths
areas of the curriculum
80% that need reinforcing for
individuals or the group.
70%
60%
Percentage answering correctly
50%
40%
30%
20%
10%
0%
Number Ratio and Algebra Measurement Geometry Statistics
proportion
Curriculum content category
National Group
T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ptseries 9
This scattergraph
shows whether
students are making
the expected level
of progress.
+44 (0)20 8996 3369 17

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
QUICK GUIDE
tool for assessing literacy. New Group Reading Test Digital AGE RANGE:
is adaptive, allowing the difficulty to be adjusted, based on Paper 5–16 years
students’ answers. Digital 7–16 years
Testing is in two parts:
SUITABLE FOR:
Sentence completion (measuring decoding and some Teachers, Literacy Co-ordinators
comprehension) and SENCos
Passage comprehension (measuring a range of
TEST DURATION:
comprehension skills)
Digital: 30 minutes
The data enables you to benchmark EAL students and Paper: 45–50 minutes
re-evaluate after interventions and offers a year on
TEST FORMAT:
year measure of progress, helping you to provide clear
Digital and Paper
feedback to students.
National Foundation for Educational
Research
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 specific literacy difficulties, for example
EAL students
Analyse reading attainment against verbal reasoning
ability using the CAT4 Combination Report
NEW
in autumn 2017!
Track progress year-on-year or within a school year
Termly digital testing
Personalised implications
for teaching and learning
on each individual report
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
REPORTS
A 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 In the Group progress report for teachers, scores for sentence
NGRT Digital Group progress report for teachers

completion (SC) and passage comprehension (PC) are shown,
alongside progress from one administration to the next.
T: 0330 123 5375
gl-assessment.co.uk/ngrt
13
This scatter diagram from the Progress report

shows the distribution of students according
to their reading ability and rate of progress
between testing.
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.
+44 (0)20 8996 3369 19

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.
QUICK GUIDE
All students will be tested on a range of spelling rules AGE RANGE:
using sentence completion tasks. 6–14+ years
Particularly useful for schools with high levels of EAL SUITABLE FOR:
students, NGST provides an immediate assessment of Teachers and SENCos
any gaps in a student’s spelling knowledge.
TEST DURATION:
Approx. 20–30 minutes
HOW CAN I USE THE DATA? TEST FORMAT:

Digital (PC and tablet)
Evaluate spelling ability once per term with three
forms to support termly testing GL Assessment
Inform teaching strategies
REPORTS
The New Group Spelling Test will contain the following
reports: When used with
Group report for teachers New Group Reading
Individual student report for teachers Test (page 18), you
can assess reading and
NGRT and NGST cross report
spelling in under an
Cluster Report for school groups
hour.
NGST Group report for teachers will give you a Standard
Age Score, a National Percentile Rank and a Spelling age
with confidence bands
ADMISSIONS
ADMISSIONS
Make quick and informed admissions decisions.
International schools face a number of challenges in making

quick and informed admissions decisions:
QUICK GUIDE
Evaluating a student’s current attainment in the context of
prior teaching AGE RANGE:
Assessing special educational needs, including Gifted and 7–14 years
Talented SUITABLE FOR:
Recognising the true potential of EAL students and Teachers and admissions officers
identifying the level of literacy support needed TEST DURATION:
Our assessments can support this decision making process, 90 minutes
providing instantaneous reporting, robust benchmarks and
TEST FORMAT:
personalised reports to support dialogue with parents.
Digital
Because the assessments are not curriculum specific, they are
suitable for all schools that are teaching through the medium
of the English language.
PLACEMENT TEST
Designed specifically to support the admissions The placement test
process and administered online in schools or remotely, has significantly helped our
it assesses English proficiency and reasoning ability admission team as the tests are
in one combined test. easy to administer and produce
The reports provide scores for English literacy, immediate results. The whole
non-verbal reasoning, quantitative reasoning, the system is quick and simple to use,
overall reasoning ability as well as a reading age. ending with summative data that
The test takes about 90 minutes and the reports are can be used in the next steps of
designed to be clear and easy to understand. admissions.
Lucy Monnery,
Elementary School
REPORTS Assistant Principal,
Reports are delivered instantly, accessible via the digital
St Joseph’s Institution,
dashboard. These are presented in a new, stripped-back International School
format, making it easy to focus on the most relevant Malaysia
information.
❯ Find out more at
gl-education.com/products/placement-test
ALTERNATIVE
ASSESSMENTS
Schools 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
+44 (0)20 8996 3369 21

BARRIERS TO LEARNING
PUPIL ATTITUDES TO SELF AND

SCHOOL (PASS)® SURVEY
A 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 difficult to gain.
QUICK GUIDE
PASS assesses nine attitudinal factors including feelings about AGE RANGE:
school, self-regard and perceived learning capability to give 4–18+ years
you vital information about student wellbeing, resilience and SUITABLE FOR:
potential mental health problems. Teachers, Senior
Available in more than 20 languages, the survey acts as an Leaders, SENCos,
early alert system to support schools’ wellbeing and pastoral Educational
programmes. Psychologists and
Individual students or groups can be re-surveyed to assess the Health Professionals
effectiveness of intervention strategies. TEST DURATIONS:
Approx. 20 minutes
PASS PROVIDES 9 STANDARDISED TEST FORMAT:

Digital
MEASURES
Dr Glen Williams and
1 Feelings about school: Explores whether a student feels
Bob Whittome
secure, confident and included in their learning community.
2 Perceived learning capability: Offers a snapshot of a student’s
unfolding impressions of self-efficacy and can reveal early
warning signs of demoralisation and disaffection.
3 Self-regard: Equivalent to self-worth, this measure is focused
specifically 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 It is a student’s
student’s determination and openness to learning. perception of their
5 Attitudes to teachers: This measures a young person’s capabilities rather than
perceptions of the relationships they have with the adults in their actual performance
school. A low score can flag a lack of respect.
that is important.
6 General work ethic: Highlights the student’s aspirations and
motivation to succeed in life, this measure focuses on purpose Nicola Lambros,
and direction, not just at school, but beyond.
Deputy Head,
7 Confidence in learning: Identifies a student’s ability to think King’s College
independently and to persevere when faced with a challenge.
Madrid
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.
CAT4 helps us
Identify and understand issues that could prevent a student
understand our students’
reaching their full potential
learning dispositions and
With PISA emphasising the importance of confidence adding PASS to the mix means
in learning, the data allows teachers to identify low no stone goes unturned. It has
confidence and support better outcomes been a great experience for us.
Inform intervention strategies, and guide pastoral All schools should be looking
support at whole school, cohort or individual level at the whole child pastorally to
Combine attitudinal data with attainment and aptitude ensure they are able to reach
data for deeper understanding / analysis (see case study their potential.
page 3) Rosemary Elmes, Senior
Leader for Standards,
GEMS Wellington
REPORTS Primary School
Instant reports are available with both group and individual data.
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.
Survey report
School: Test School
Group: Test School
Date of survey: 22/04/2013 Level: KS34 No. of students: 200
Individual proles
1 2 3 4 5 6 7 8 9
Student name Tutor group Year Feelings about Perceived Self-regard as Preparedness Attitudes to General work Condence in Attitudes to Response to
school learning a learner for learning teachers ethic learning attendance curriculum
capability demands
Hazel Blythe Mr Smith 7 4.0 1.0 32.2 9.3 1.0 0.9 34.1 18.9 17.2
Paige Chen Mr Smith 7 1.7 8.6 58.0 1.0 12.7 13.1 34.1 53.7 17.2
Kristina Chung Mr Smith 7 16.2 3.3 80.3 2.6 40.2 2.1 14.6 27.0 85.8
Julia Desai Mr Smith 7 12.3 15.8 22.5 1.4 40.2 72.6 34.1 38.8 9.9
Kristine Docherty Mr Smith 7 16.2 20.9 58.0 3.4 22.4 28.6 26.5 27.0 27.6
Jenni Granger Mr Smith 7 63.2 15.8 58.0 18.9 58.2 2.1 42.0 53.7 27.6
Elaine Hamilton Mr Smith 7 28.1 8.6 14.9 1.9 6.8 0.5 66.8 18.9 9.9
Gillian Hawley Mr Smith 7 28.1 15.8 70.3 26.7 12.7 72.6 1.5 87.4 85.8
Neal Lawrence Mr Smith 7 37.2 6.3 58.0 18.9 40.2 5.1 50.4 27.0 17.2
Dolores McLaughlin Mr Smith 7 21.4 15.8 32.2 18.9 89.4 2.1 66.8 27.0 27.6
Francis McNamara Mr Smith 7 9.3 2.4 5.6 6.7 12.7 28.6 10.3 12.7 17.2
Sarah Melton Mr Smith 7 12.3 4.6 44.6 2.6 58.2 0.9 66.8 12.7 17.2
Marion Moon Mr Smith 7 12.3 15.8 14.9 4.8 3.5 50.3 50.4 18.9 9.9
Crystal Powers Mr Smith 7 71.3 35.6 32.2 44.5 3.5 0.9 14.6 87.4 9.9
Karen Pugh Mr Smith 7 7.0 44.5 58.0 9.3 22.4 5.1 74.7 53.7 27.6
Lucy Raynor Mr Smith 7 12.3 8.6 44.6 13.2 22.4 0.9 26.5 18.9 58.3 Analysis is also
Patrick Song Mr Smith 7 4.0 20.9 22.5 1.4 3.5 28.6 66.8 3.0 17.2
Jacob Wallace Mr Smith 7 9.3 15.8 32.2 9.3 74.4 89.0 26.5 3.0 2.7 carried out on an
Malcolm Williamson Mr Smith 7 46.0 78.7 14.9 26.7 3.5 28.6 10.3 12.7 5.3
Beth Woodard
Wayne Connolly
Mr Smith
Mrs Jones
7
7
5.3
3.0
6.3
11.7
1.9
58.0
3.4
9.3
1.8
6.8
0.9
2.1
34.1
26.5
27.0
18.9
9.9
74.3
individual level.
Catherine Gallagher
Elsie Geraghty
Mrs Jones
Mrs Jones
7
7
9.3
9.3
35.6
11.7
58.0
5.6
18.9
4.8
0.4
1.8
2.1
13.1
74.7
42.0
12.7
79.1
17.2
9.9
Re-surveying will
Stephanie Hawkins
Bridget Hilson
Mrs Jones
Mrs Jones
7
7
37.2
16.2
6.3
8.6
3.4
22.5
4.8
13.2
12.7
40.2
50.3
2.1
94.2
66.8
18.9
38.8
1.1
41.4 show clearly how
Franklin John Mrs Jones 7 21.4 3.3 97.0 4.8 3.5 28.6 58.7 18.9 99.6
Jerome Johnston Mrs Jones 7 12.3 27.5 70.3 18.9 40.2 72.6 81.4 12.7 27.6 well intervention
Alex Marriot Mrs Jones 7 46.0 35.6 9.2 35.4 1.8 2.1 58.7 8.1 27.6
Danny Mountford Mrs Jones 7 21.4 8.6 14.9 1.4 6.8 28.6 58.7 38.8 41.4 strategies have
Niall O’Donovan Mrs Jones 7 2.3 27.5 58.0 3.4 12.7 2.1 42.0 1.5 27.6
worked.
Copyright © 2016 GL Assessment Limited Page 27 of 34
+44 (0)20 8996 3369 23

SEN ASSESSMENT
TOOLKIT®
The tools you need to help students with
barriers to learning
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.
AREAS THE TOOLKIT COVERS

Dyslexia Numeracy Literacy Mental health and wellbeing
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.
Sandwell Early Numeracy Test (SENT) Recall

Individual assessment for screening, Assesses working memory and
monitoring and tracking progress of students identifies children who require
whose performance in numeracy is well below additional classroom intervention
age expectations strategies.
Age 8–14 Age 7–16
NUMERACY WORKING MEMORY
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
MENTAL HEALTH AND WELL-BEING
Emotional Literacy Resilience

A tool for assessing five key areas of emotional Assesses resilience with a
literacy: self-awareness, self-regulation, range of measures
motivation, empathy and social skills Age 7–18
Age 7–11
Tried and tested…
GL Education has
developed a one-
stop-shop for SEN
assessments
Lorraine
Petersen, OBE
Rapid
CoPS* Whole Class/Group dyslexia
Individual screening tool for screening to identify LASS
4–8 year olds. Will give an early difficulties in phonological Individual tool for
identification of dyslexia plus a deeper processing, auditory memory, identifying dyslexia by
understanding of other cognitive visual memory and phonic assessing attainment in
difficulties decoding reading and spelling
Age 4–8 Age 4–15 Age 8–11
DYSLEXIA
LITERACY
WellComm*
READING A speech and language toolkit for screening and
intervention in the early years
6 months–6 years
York Assessment of Reading
Comprehension (YARC)
Individual assessment for phonological
British Picture Vocabulary Scale (BPVS)
awareness, alphabetic knowledge and Assesses a child’s receptive vocabulary. No reading required
single word reading so accessible for students with expressive language
impairments or EAL
Aged 4–16
Age 3–16
VISS
This visual stress screener will help
Phonological Assessment Battery (PhAB)*
identify children who are susceptible to For those who have not met national expected standard
visual stress when reading in phonics. Assesses phonological awareness
Age 7–adult Age 5–11
*Primary only
+44 (0)20 8996 3369 25

BRITISH PICTURE QUICK GUIDE
LITERACY
VOCABULARY SCALE: AGE RANGE:

THIRD EDITION (BPVS3) 3–16 years
SUITABLE FOR:
Teachers, SENCos and
There is no reading required in this accessible test which is ideal for
Speech and Language
EAL learners.
Therapists
The British Picture Vocabulary Scale: Third Edition (BPVS3) provides
the perfect solution to establishing and developing a wide vocabulary TEST DURATION:
from a young age. With BPVS3, a student’s receptive vocabulary can Approx. 10 minutes
be assessed from an early age to help identify any developmental TEST FORMAT:
delays before a child reaches full time education. Paper
As no reading is required, BPVS3 can be used to assess the language
development in non-readers and students with specific learning Lloyd M Dunn, Douglas
difficulties. Students’ responses can be given by simply pointing M Dunn with Julie Sewell and
or by gesture. The test is accessible and appealing with full colour Ben Styles, National Foundation
illustrations. for Educational Research

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.
YORK ASSESSMENT QUICK GUIDE

OF READING FOR
COMPREHENSION (YARC) AGE RANGE:
4–16 years
SUITABLE FOR:
The York Assessment of Reading for Comprehension (YARC) is a Teachers, SENCos,
one-to-one, diagnostic reading assessment which enables you to Literacy Co-ordinators,
assess your students’ reading and comprehension skills from an early Assessment
age. It acts as an ideal follow up assessment for those identified as Co-ordinators,
requiring further support after group testing. Educational
An Australian version is also available, find out more at Psychologists
gl-education.com/yarc-australia
TEST DURATION:
20–30 minutes
HOW CAN I USE THE DATA? University of York, Centre for

Identify specific problems and inform appropriate interventions Reading and Language
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
WELLCOMM: A SPEECH AND LANGUAGE
LITERACY
TOOLKIT FOR SCREENING AND INTERVENTION
IN THE EARLY YEARS: REVISED EDITION
Identify student’s potential language difficulties
WellComm: A Speech and Language Toolkit for Screening

and Intervention in the Early Years: Revised Edition helps
identify students with potential language difficulties and offers
QUICK GUIDE
a range of customised intervention activities to help support AGE RANGE:
their language development. 6 months–6 years
Easy to administer and score, the screening tool uses a simple SUITABLE FOR:
traffic light system that helps you understand the student’s Early Years Practitioners,
current level of speech and language and provide a pathway SENCos,
for action, ensuring every student gets the support they need. Teaching Assistants, Nursery
Over 150 photocopiable intervention strategies are available. Workers and Speech and
Designed to be fun, friendly and engaging, the activities can Language Therapists
also help EAL learners improve language skills, whatever the
TEST DURATION:
age or ability of the student.
10–15 minutes
TEST FORMAT:
HOW CAN I USE THE DATA? Paper
Identify students in need of referral to a specialist or Sandwell and West Birmingham

in-school support Hospitals NHS Trust
Provide tailored intervention strategies for all students
Support EAL learners of all ages
Measure progress up to age 6 (or later for EAL students)
REPORTS
The Online Report Wizard provides more flexible 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.
+44 (0)20 8996 3369 27

DYSLEXIA AND DYSCALCULIA

SCREENERS DIGITAL
Ideal for screening those showing signs of difficulty, the

Dyslexia and Dyscalculia Screeners Digital help to identify
early signs of dyslexia and dyscalculia.
QUICK GUIDE
Instant results are enhanced by recommended AGE RANGE:
intervention strategies enabling teaching to be tailored Dyslexia Screener: 5–16+ years
to a student’s individual learning needs. Dyscalculia Screener: 6–14+ years
SUITABLE FOR:
SENCos, Teachers and
HOW CAN I USE THE DATA? Educational Psychologists
Identify early signs of dyslexia and dyscalculia TEST DURATION:
Inform the planning of appropriate support 30–35 minutes
programmes and intervention strategies
TEST FORMAT:
Communicate with parents Digital
Martin Turner, Pauline Smith and

REPORTS Brian Butterworth
Results are presented in a range of easy-to-follow reports

making communication with key stakeholders easy.
Teachers will find the Parent/Carer report particularly
useful, both before and after screening.
The sooner we can

Dyslexia Portfolio
identify what additional This is the next-step assessment for
support a student needs, students that have been screened
the sooner they are able as having dyslexic tendencies or
to start making the level who are giving cause for concern
of progress they are truly that they may be dyslexic. Find out
capable of. more at
gl-education.com/dyslexiaportfolio
Patricia Giannola,
Head of High School
Learning Support,
ACS Cobham
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.
EXACT
Time-efficient assessment for exam access arrangements
Awarding organisations will allow accommodations to

ensure that students sit their exams under conditions
that reflect their normal way of working. For students
QUICK GUIDE
with barriers to learning, these arrangements may AGE RANGE:
include: 11–24 years
Extra time
SUITABLE FOR:
A reader SENCos and Specialist
A scribe Teachers/Assessors
Exact is a comprehensive assessment that allows you TEST DURATION:
to screen a whole group to confirm which students 30–40 minutes
may be eligible for additional arrangements when
TEST FORMAT:
taking exams. This means that you can be confident
Digital (CD)
about referral decisions. Both teachers and specialist
PC only (MAC not supported)
assessors can use results from Exact in their role in the
application process.
Jonathan Ferrier and Joanna Horne

Results from Exact can be used in forms for access
arrangements in exams from:
Joint Council for Qualifications (JCQ) –
Edexcel (Pearson), OCR, AQA
Cambridge International Examinations (CIE)
Efficient, practical and easy to
use, Exact has become a staple
REPORTS assessment tool for busy learning
support departments in UAE schools.
Reports include graphs and tables to show The computer-based test allows
Standard Age Scores, percentiles, age equivalent, teachers to screen students with
assessor comments and itemised responses. learning difficulties, allowing
cost-effective identification of
students for access arrangements
within the school setting.
Grainne Boyle,
Educational Psychologist
and Director, Insights
Psychology DMCC
In this report the pink bar indicates a

standard age score of less than 84, and
therefore a possible entitlement to exam
access arrangements.
+44 (0)20 8996 3369 29

RAPID QUICK GUIDE

Rapid is a whole-class dyslexia screener, ideal for use with a new AGE RANGE:
intake. Taking around 15–20 minutes, it will give a high, medium or 4–15 years
low probability of dyslexia for each student. Rapid is the perfect
cost-effective way to identify which students might benefit from SUITABLE FOR:
further assessment such as CoPS or LASS, or consultation from an Teachers, SENCos and
Educational Psychologist. Specialist Teachers/
Assessors
Identify difficulties with any of the following:
TEST DURATION:
Phonological processing 15–20 minutes
Auditory memory
TEST FORMAT:
Phonic decoding Digital (CD-ROM)
PC only (MAC not
supported)
Identify children with dyslexic tendencies
Automatically integrate results into established dyslexia
diagnostic programmes CoPS, LASS 8–11 and LASS 11–15
Identify difficulties with any of the following: phonological
processing, auditory memory, phonic decoding
Reports give a high, medium or low

probability of dyslexia, in this case low.
RECALL QUICK GUIDE

Problems with working memory can hinder a student’s ability AGE RANGE:
to learn, particularly in maths. Recall assesses the fundamental 7–16 years
working memory functions identified by leading international SUITABLE FOR:
researchers through three straightforward tests, taking a total of Teachers, SENCos and
around 25 minutes. Specialist Teachers,
Maths Teachers,
Assessors
THE REPORTS TEST DURATION:
Immediately available results compare the student’s working 20–30 minutes
memory score with the expected average for their age. The
manual includes suggested interventions and case studies to TEST FORMAT:
support those identified as having lower than expected working Digital
memory age. PC only (MAC not
supported)
Helen St. Clair-Thompson
COGNITIVE PROFILING QUICK GUIDE
SYSTEM (COPS) AGE RANGE:
4–8 years
CoPS is an in-depth assessment that identifies specific
SUITABLE FOR:
learning strengths and weaknesses in students aged 4–8
Teachers, SENCos and Specialist
who have been identified as displaying dyslexic tendencies.
Teachers, Assessors
The reports provide clear information to ensure that
appropriate teaching interventions can be put in place. TEST DURATION:
45 minutes
CoPS is made up of:
TEST FORMAT:
Phonological awareness
Digital (CD-ROM)
Phoneme discrimination PC only (MAC not supported)
Verbal short-term memory
Visual short-term memory
Visual and verbal sequencing
The report acts as an at-a-glance student

profile; the product manual contains help
with practical interpretation.
LUCID ASSESSMENT QUICK GUIDE

SYSTEM FOR SCHOOLS AGE RANGE:
(LASS) LASS 8–11 years
LASS 11–15 years
Assessing students using LASS will highlight differences SUITABLE FOR:

between actual and expected literacy levels. Difficulties of Teachers, SENCos and
a dyslexic nature or those caused by underlying cognitive Specialist Teachers/ Assessors
problems can be quickly identified. LASS is an ideal, detailed TEST DURATION:
follow up for any students identified by Rapid as having 45 minutes
dyslexic tendencies.
TEST FORMAT:
As well as assessing students with dyslexia, LASS is used for:
Digital (CD-ROM)
Assessing attainment in reading and spelling PC only (MAC not supported)
Measuring discrepancies between actual and expected
literacy attainment Joanna Horne, Anita Keates and
Identifying underlying problems in memory or Judith Stansfield
phonological skills
Monitoring development in reading and spelling on
a regular basis
Evaluating progress in memory, phonological
and phonic skills
Assessing reasoning
The report acts as an at-a-glance student

profile; the product manual contains help
with practical interpretation.
+44 (0)20 8996 3369 31

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 difficulties.
As a comprehensive and flexible 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.
gl-education.com/bas3
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.
gl-education.com/sgs
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.
gl-education.com/nrdls
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 difficulties some students
encounter in learning to read.
gl-education.com/phab2
STAKEHOLDERS
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
QUICK GUIDE
survey: ready-designed questionnaires, tailored to a school’s AGE RANGE:
requirements, set up online, by us. We collate the results and 5–18 years
provide clear reporting to support ongoing improvement.
SUITABLE FOR:
Kirkland Rowell Surveys have a standardisation for international
Teachers, Senior
schools, helping you to identify areas of strength within the school
Leadership Teams,
and where school development plans should focus in future.
Governors, Parents
As well as a subject-by-subject analysis, the survey also has and Students
questions on non-academic subjects that have been identified as
TEST DURATION:
particularly important to stakeholders, as well as your own custom
Untimed
questions.
The survey has questionnaires for parents, students and teachers. TEST FORMAT:
The analysis allows you to measure changing perceptions of Digital
student and parents, track staff wellbeing and provide findings for
marketing and communication strategies.

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 findings for marketing and communication strategies
and inspections
REPORTS
A series of easy-to-follow reports contain a full
evidence summary for every school’s self-evaluation
and reflects various inspection frameworks.
This report shows where there is a strong positive

or negative link between what is important to
stakeholders and stakeholder satisfaction.
+44 (0)20 8996 3369 33

OTHER RESOURCES
THE BLACK BOX SERIES

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-specific booklets, the series includes
important research findings and recommendations for supporting and
embedding assessment for learning in
classrooms. Subject-specific booklets offer
advice to teachers on how to interact more
effectively with students, improving their
learning and attainment in various subjects
across the curriculum.
gl-education.com/products/black-box-series
LET’S THINK! SERIES

Various 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.
gl-education.com/products/lets-think-series
EMOTIONAL LITERACY: ASSESSMENT

AND INTERVENTION
Adrian Faupel, Southampton Psychology Service
This is a time-efficient assessment that identifies the
status of a student’s emotional literacy. Divided into primary
and secondary editions, the fully standardised assessment
measures five key areas of emotional literacy;
Self-awareness Empathy Motivation
Self-regard Social skills
gl-education.com/products/emotional-literacy
OTHER RESOURCES
DODDLE
Doddle is an online platform for homework, teaching and
assessment resources, covering eighteen subjects for
students aged 11–18.
Teaching resources including presentations and self-
❯ Find out more at
marking quizzes can be used to build lessons or assign to
gl-education.com/doddle
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.
BOARDWORKS
Boardworks 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 ❯ Find out more at
for supporting new teachers in developing engaging and effective gl-education.com/boardworks
lesson plans.
Perfect for interactive whiteboards, Boardworks technology creates
a 21st century classroom.
+44 (0)20 8996 3369 35

FIND OUT MORE
GET IN TOUCH DON’T MISS OUT

If you’d like to find out more about our assessments If you want to make sure that you hear about
or discuss how the data could be used in your school, our future workshops, case studies and
please get in touch. We’re looking forward to hearing webinars, make sure you’re on our mailing list.
about your school and discussing how our assessments Email international@gl-education.com and let us
can help support your needs. know the best email address to reach you at.
LET’S MEET THE WEBSITE

Our growing team of consultants can be found at many Visit gl-education.com to find a range of
of the regional and association conferences around insightful and practical content. As well as
the world, often presenting a breakout session or the events pages, there are articles and blogs
introducing an interesting case study. They also run our from a wide range of contributors. You can find
many seminars and workshops. useful benchmarking, statistical and reference
Keep an eye on the events pages of our website (gl- information. There are videos taking you step
education.com/our-events) to see which events we’re by step through some of the processes of
attending and to see if there’s a workshop that fits administering an assessment.
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 GL Education online training
host a workshop at your school or have a great story to provided me with the opportunity
tell about how you have used our assessments in your of extending and sharing my first-
school we’d love to hear from you. Get in touch with hand experience of using CAT4 with
Andrew Sleath at andrew.sleath@gl-education.com. numerous other schools across the
globe, thereby helping me improve
and progress in the process to work
ONLINE EVENTS for the need based education for
my students.
For those that can’t make it to one of our workshops,
and to bring great case studies to as wide an audience Shallu Sethi, Vice
as possible, we run a regular series of webinars. If your Principal, Ashoka
timetable permits you to attend the live event then Universal School, India
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-efficacy and parental
engagement. You can find 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.
USING TESTWISE
The flowchart 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 first 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.
1
Adding Students
You can add individuals
2
or import a batch. Create a sitting
https://help. Create a new sitting whenever
testingforschools.com/ you need to carry out a new
display/HOH/Students round of testing.
https://help.testingforschools.
com/display/HOH/Sittings
3
Create and distribute access
codes to students
For security reasons, students
access the testing site using a
unique, one-time access code.
4
Once the sitting has been created,
download the access codes and
distribute to your students.
https://help.testingforschools. Students
com/display/HOH/ complete
Download+Student+Login+Details tests
5
Create reports
For further support
please get in touch with
Technical Enquiries:
Choose the type of report you +44 (0) 330 123 5375
want to create and select the
students you want to include.
https://help.testingforschools.
com/display/HOH/
Create+Reports
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.
+44 (0)20 8996 3369 37

For enquiries
please contact us on
gl-education.com
+44 (0)20 8996 3369
international@gl-education.com
@GL_Education
GL Education GL1905

Gla International Catalogue Web

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Gla International Catalogue Web

Uploaded by

Copyright:

Available Formats

International

This brochure provides information about GL Education’s range of

GL EDUCATION IS AN AFFILIATE MEMBER OF:

GEMS Wellington Primary School, Dubai Nagoya International School, Japan

Working with stakeholders

+44 (0)20 8996 3369 3

A VALID INTERNATIONAL BENCHMARK

❯ To read the full article please go to gl-education.com/internationalbenchmarking

Red levels are paper testing only

Cognitive Abilities Test: Fourth Edition (CAT4)

New Group Reading Test (NGRT)

Pupil Attitudes to Self and School (PASS) Baseline Progress

New Group Reading Test (NGRT)

Each school will have different challenges and focus

+44 (0)20 8996 3369 5

The Cognitive Abilities Test: Fourth Edition (CAT4) is a

HOW CAN I USE THE DATA?

Grade Grade (IB

The table shows which levels of CAT4 should

Name: Niamh Ernst

+44 (0)20 8996 3369 7

Probability of student obtaining grade C or higher

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

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

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%

The Summary report for senior

Extreme verbal bias

Moderate verbal bias

Mild verbal bias

In this Group report for teachers Mild spatial bias

you can see instantly the way Moderate spatial bias

Extreme spatial bias

enabling you to personalise Females

teaching and learning.

Copyright © 2015 GL Education Ltd Page 12 of 16

+44 (0)20 8996 3369 9

The CAT4 Combination report combines and analyses results from

HOW CAN I USE THE DATA?

Scores for the group (by surname)

CAT4 PTE CAT4 PTE CAT4 CAT4 CAT4

All CAT4 scores are shown; including the mean score.

Scores for CAT4 and the New

+44 (0)20 8996 3369 11

Verbal Reasoning measures a student’s ability to engage with

HOW CAN I USE THE DATA? TEST DURATION: