Progress Test Series Measure and Track Progress in English, Maths and Science Assessment Overview PUREE CT Me aera7X Spessment GL Assessment - An Introduction GL Assessments the leading provider of formative assessments to UK schools. ‘Woking with a number of leading universities and research institutions, we develon scertifcaly rigorous assessments that have been used by education pafessona for lover 30 years Teachers professional judgement plays vital role whenit comes to understanding each child But to ull an all ound view’ of each pupil tisnecessary to measure attainment objectivelj.as wel as pupils ability and attitudes towards school This allows youto identty anyone not ulin their potenti aswell as identiying baters ta learning informing intervention strategies anc measuring yourpupis agains the rational benchmark Contents Inroducion othe Progress Test Sees 1 ey features other Progress Test Series. 23 ‘Sramples fom the tests aa Adinsterng betes * Seong & Reporting sua ‘uying cuice order Form 6 eres ce od eer eranIntroduction tothe Progress Tests Osc: Introduction to the Progress Test Series GLAssessment’s Progress lest Series is designed for use year- on-year, supporting teachers in identifying current levels of attainment against the national average, and tracking their pupils’ progress Progress can be tracked acrosalofthe coeareas wth the roges Test Series comping + Progress Test in English (PTE) - atest of pupils technical English skills (spelling, What can you do with the data? grammar and punctuation andrea comprehension senchmarshoonledge against the national average Progres Test n Maths (PT) - cesigned to assess pupils mathematical sls and and measure progress in maths English and science hoowledge yearon year using the Standard Age Score Progress Test Science (PTS) -abrand new assessmentof pupls'sience knowledge. * Support communication with stakeholders and (Coming September 2015) Provide evidence for inspections ‘With nee contentand anewstandarcsstion on up {935000 pupils perseries crass ~ Wentilypupistengths and weaknesses set targets ‘he UK the asessments provide refableand accurate pros of groups and and personalise lating indivicual againstrational standards tnpement and mantor interventions Ideal for monitoring progress overtime and vackingindvidual pupilprogres,the «For ng choose Standage Score provides Progres Test Sere canbe ses tosuppor teaches inientiyng those inneedofexta Pate benchmark fo progress tracing witha help as wells those who ae particularly able. Close attention hasbeen paldto| ensuring the new tests reflect cucua across the Uk making them up-to-date and ihly relevant + Provide evidence for yourPup Premium /Pupi Deprivation Grant spend Nationa Curriculum levels + Compare results fom range of groups of pupils for ‘example those with EAL orin receipt of up Premium Grant support workin cosing the gp) cso alou: 6 Key features of the new Progress Test Series ‘Are you a current user of PiM or PIE? Many schools will be familiar with our Progress in English (PiE) and Progress in Maths (PiM) tests, the new Progress Testn English and Progress Test in Maths are the next generation. For those schools already benefitting from the data PiM and PiE generate, an equating study has been carried out to allow a seamless transition from the current tests to the new series. This will ensure consistency of data over time. Brand new content Anewsuite of datarich reports The inclusion of ascience rogress test ‘The contenthas been updated to ensureitis One of the most exciting features ofthe new Progr curentangrefecscarclaacrossthe UK Progress TestSeresisthecevelopmentofa__-Thismeansthatalloftheceresubjec areas inclingthenew Natta Curcumin newsuiteofreportffeingdearerand—_-are covered witha constettesting fort Eng “roe comprehensive cats ith el andr reporting tat lows for easy native Userscannowbenefitfromarange comparison ‘of teports, including the Grou ep or teacher an individual student report for teachers and an irda report for parents, developed to support easy communication, EO Sta eo) eC SoAou Anew standardisation Anew transition test Progress in Writing Toensurereibiliyandvalltythe Pages Povdngseamlesassessmenttrom primary Apart phetocpable resource, Pages Teststesnasstancased onupto 33000 tostconcan edustonshe Pores et Snes ning helps teachers measure puis pupispersenesacosstheUK-thsmeans inches anton testi Desired ving progress The tsk ave Deen ces youcan beassured that the estsare specicalyforuseat the beginning of tobeasacasbetoas many pps Provdingyouwkthaccute cstaaboutyour —_Secondatybostpiany Rove 30 posse Theyareretedoevertsn choo pups performance based onthe accuntebasdlne fom which pogessin _oraspealocetion ode school.cisken pevomancesftoda/spupisacossthetK secondaystroolanbe mantored=aley ste askedtowrtemagrativlyorora ‘equemertofanyinspectoniiamewoas PaRiCUATpUpose AmTarkschemei Coin Setenber208. provided ang importaty examples of cldren working at above or below age appropriate expectations foreach task (NB (tis nat posble to derive standardised Information from these oss Pups wil be assessed as working at, above or blow ae- expectations CaneExamples from the tests ~ Progress Test Ero Q@cus: Examples from the tests - Progress Test in English Theva eaten ite a, — andaskthe ppistocice thesoundtiat, oe [Ee] 4] pocorn me é. ie] «| | Example question from PTET ~ Paper: ecghisklon n 22 This sentence hos.cwa commas () missing, The puis will eet follow the instructions “Tink 2 beeen to ghows where the ermmay show be which are read aloud and add punctuatonte . thesentenen, Har geing to-Lavite Liem Jamie Alek cng Ral to my party. byt bey le here Ceretne Eg G Wag did Pog and Puss-tat chase the dends? ich 1 seb raion eee i re shia erat Gq) ieee: TD Sommatiteenane woe Ce ee Sf They were paging a game, | Example question from PTE? - Paper: ‘They vow seaiedl of them. a Reading Comprehension - simple inference — The teacher wil rend outthe toy in fullané then pups read thestory and answer the questions independent ities i hades Conga Tohde lahore msiens wrest abe me a Senhdb righ umole ist Dalasi ian acini Born iom hernia wan becaee yee enemy mr ene seat ait idttccn Te pups must ead the instructions and cicle missing o incorrect punctuation. PO Sa oy oeExamples from the tests ~ Progress Test in English Q@cus: “Theaudi wilread the whole passage, including the missing words Then the audio villte-tead the passageasting pupistotype in themising wore’ Example question from PTEL3 ~ Digital: English Skls- grammar Pupis wll ead theinstuctons on screen and select the best word to complet each sentence from ve options Bo istipe es nite authorial technique Pupils mustread the comprehension passage and answer the questions relating tit They can move between text and questions whenever they want eco eyro Examples from the tests ~ Progress Test on Examples from the tests - Progress Test in Maths a i Ths etehaden dais Me 6 Mee We aan att Sue rome wees RE m4 dessert ge? awe Hapa Nisor Wada i li id ina din igs ad i argh ince Ce oR aa or een Lg Example question from PTO - Paper Number Fluency in conceptual understanding Example question from PTW - Paper: a) Measures ~ uency in conceptual understanding 1b) Measures - Mathematical reasoning ‘Measures - Fluency in conceptual understanding fe ejay "Wet ato tle yen, Fes lcd Saale imi vad seazbie esa has Seana wen ae alle _— ia th potmse ne eabaetet Ane Example question from PTW - Paper: (a-d Geometiy/shape - Fueneyin facts and procedures (@) Geometry/shape ~Fluencyinconcepteal understancingExamples from the test nc in Maths Ou Ei permet ) magn Example question from PTMB - Digital Geomety/shape ~ Fluency acts and procednes Example question from PTs — Digi: Number= Fuencyin conceptual understanding Example question from PTMB - Digital Statistics nformation handling/Mandlingdata— Mathematical reasoning ‘Example question from PT ~ Digital: ‘Measurement ~ Vathematial easoring CeTo Ee mitoen Administration Guide The series is available in both paper and digital formats. ‘he Progress Test Seresis simple to use and administer These ae not ‘ied ests - pupils should be given aslongasthey nee butleve'sS-7 should take 45-50 minutes and other levels no more than 60-75 minutes Tests can be administered in so parts, Alinformation relating to the administration ofthe paper edition ofthe Progres Ts Series isincluded inthe Ata Glance Guide. Dial users wil access downloadable Guidance and information -asingle document foralltest levels, Paper users ofPIE and PIM wil ned a Pupil Booklet foreach child and their sual writing implements; they wll ned olin thes detallson Which test levels to use Progress Test in English On: the ront cover ancmark heiransvers inthe booklet For PTS pupils willngeda Pupil Booklet ancan Answer Sheet to marktheiranswers Schools wilthen benefit for our Scoring ar Reporting Sewie and wll receive reports within 5 days of cept of completed answer sheets or booklets these reports are deliveredvia our Testu Reporting System. Digital users will eceive a unique URL along with an administration password his il give he teacher access to Tetwse,our online assessment platform where teachers can ade puplst the test register, administer thetest and generate reports Once set up, pupils willbe ableto take te test ontelrincivcual computers with instructions being automated The answers wil then bestored and reports eneratecinstantly, cee Levels? Reception | PL PL 4-5 Paper ‘March 2015 levels Levels ML P P2 36 Paper ‘March 2015 Levelé Level we ° PR 57 | Paper/Dgial ‘March 2015 Gromlevel. level level w Pa Pa 7-8_| PapeyDgial arch 205 Level Level va Ps Ps 5-9 | Paper/bgial ‘March 2015 Level Levello 6 Ps Ps ‘9-10 | Paper/bigial ‘March 2015 Level Level ¥6 Pr Pr 10-H | Pape/Digtal ‘March 2015 LevelliT Teveli2 WF Ye s =D | Paper/Dgial ‘March 2015 evel LT aaiable fromSeptember 2015) Tevelid levels % rz] 2 Dab | Paperbigial ‘March 2015 Levels evellé 8 Yo ss 1-1 |_Paper/Digial ‘March 2015 Progress Test in Maths Levels" Reception | PL 2 4-5 Paper ‘March 2015 levels Level WL PD P 5-6 Paper March 2015 level level? we > Ps 67 | Paper/bigtal ‘March 2015 (romlevel™ level evel @ Pa Pe 7-8 | Paperigial ‘March 2035 Level Level va 5 Ps B29 | Paper/igial ‘March 2015 Levels Level % Ps Ps ‘3210 | Paper/bgial ‘March 2015 evell0 Level ¥6 7 Pr 10-0 | Paper/Digtal March 2015 LevellIT Levell2 wr 6 sh 11-12 | Paper/bignal | September2015 ovel 2 Api 2016) Tevelid lees 7] 2 Dab | Paperbigtal ov 2016, Levels evellé ve 7 Ss B-1_[ Paper/igial ov 2016 “isso recommend that PES and PTS insteeecing the sure erm Boh ests were sanded nese tame eater ene PU oS aa or een’TY Osc: Progress Test Series Scoring and Reporting One of the most exciting features of the new seriesis the new suite of reports. These provide comprehensive, rich data and are tailored for different audiences, ‘he reports across all three tests are ofa consistent style and are designed fr easy Incerpretaton with clear narrativeand straightfonwar graphs Digtal users willrecelve Instant reports, while paper customers wil se ou Scoring and Repeting Serie uses wil eeiveourfll ange ofreporsinuding Group report for teachers (valle in POF ancExcel format) + nv stucent report for teachers (PDF format) Invicual report forparents(°DF forma) |AGlsterreport showing result from a group of scot can be purchased at an addtional est Scoring and Reporting Service Recently Gl Assessmenthas eset scoring sevice in order to make our new suite ‘of enhanced data rich eports avable toa. As aresultschoos using the paper tests willnalongerbe able tosel-score Instead, cur dedicated scoring services includedin ‘the perpupi price, while digtal users wilreceiveinstant online scering and reparting asbefore ‘once youhave ordered your booklets and before the tests have been taker, we wills you to completea data fle containing pupil deals. Ths wil enableusto score the tests quickly and accurately ‘The lealso asks youto complete an estimated test date and estimated date on which ‘you wil rewurn the bookdets tous. completing this will enable ust plan far the scoring of your booklets ecient, Please send your completed datafile to scoring@el-assessment co.uk ‘once testings complete send your booklets using posta tracking service to {GL Assessment Scoring Department aps ‘Unit28 Bramble Road Techno Trading Estate swinpon wtsire snzsia ‘Scoring willbe complete within 35 working dys from the receipt of booklets and completed data le ee ae)ey Osc: The reports in more detail Group report for teachers ‘The Group report fer teachers provides a group level analysis of selected ‘cohort of pupils tis intended for use by any practioner ass teacher, head of year or SENCO.Thisreport wilinclude Scores forthe group - asimpletable highlighting puplnames and key scores such s their Standard Age Score (SAS) with confidence band, ‘heir overall stanine, national percentile rank group rank theirEngish, ‘maths osclence level and each puis progress (where previous test has been administered) For PTEan English Skilstaine and Reading Comprehension stanine are included rom PTEZ Levels + Forngland and Wales reports wilalsa show NC levelthese are broken dovin fr English reading and writing) and all show asingle level formaths Thsistohelp nthe transition periad now NC levels have been cemoved In Scotland, eveling information relates to Curnculum for Excellence andis broken down into reading and writing for English with single level reported formaths * For Norther lang, level of progression are reported and broken down by reacing anc wring for English, andasinge level reported foemaths Separate stanines- these ave reportecforEnglsh only andar for PTE? and above Astanine or Engsh sls anda stanine fr Reading Comprehension alow a meaningful omparson of these separate aspects ofchlvensEngish attainment Mathsis reported as asinge, overall stanine Analysis forthe group ~ thisanalys's makes comparison with che rational sample. This can bean analysis of group scores by gender, ethnicity FSMSENEAL orany we custom files Analysis by Cursculum Content eategory for PTe + English sks speling Englshskllsgrammarand punctuation Reacing Comprehension narative + Reacing Comprehension non-natrative err Fuencyin facts and procedures + Flueneyin conceptual understancing Mathematica reasoning Probiem solving For PIS (eves 8-1 stience Werking scientifically ForbTS (eves 12-19) Biology chemitey Physics ‘Working scientifically Analysis of group scores by question - he eport ill provide two vetsions: the istusing bar chat with the national percentage correct coverad and asecondin tabular form th adeseriptorof each question, Progress profile - where puplishave taken acestin the previous year this willbe reported asascattergram and alst with pupil sted by whether they have mace below average, average or above average progres. nthe fist year of each test progress willbe basecion PEM and PTE/PTM, astudy to measure progress between eves oftheniew series willbe cried outin February 2015 and reports undated for 2016 ‘Scores forthe group (by surname) FERRE ERP Ro Scores forthe r0up SO eS Easy eeeTY Osc: Analysis of group scores by gender Student profiles (PTE ony) Progress profiles eeey Osc: Individual student report for teachers The nda student report for teachers provides an in-depth analysis of | ES = an individual pupis results along with anyimplcatonsthismayhave | arora nea [=e pare fon teaching and learning fr each child The reportincludes Individual scores this includes a breakcown of scores foreach pupil including thet Standard Age Scove (588) wth eanidence bands, stanine group ranks levee as shown inthe Group reper for seachers Profile summary - Fr PTE his includes the satcergram anéallocates| ‘he pupil zo one ofthe three prles reacing comprehension bia, balanced profile or Engish Sl profil This relates tothe separate stanines fr English skis and Reading Comprehension For PTM an ‘overall maths staine reported Cees Analysis by Curiculum Content category 2s shown nthe Group report ani frteachers Deseret measseeeree Implications for teaching and leaming based onthe puoi scares, a dene dynamic narrative outlines how the pupil canbe best supported to ensure they make the best progress possible, Scores/profle summary ose otRewten Banpohmineteante Implications Yor teaching and Tearing ie pmicceeereae cnrtepeteorerenie ‘Analysis of Curiam conten category and maratve / aaa ee PR ost a eo ee CSRsTY Osc: Individual report for parents Individual report for parents The Individual report for parents provides an overview o the testo foo ensure parentsareaware of hatthetestcontains and whytherchid | [omens hastakenit alo ges asnapshotofwhere theichiesstengthsang | ER eakresss ig this is designed to aid communication with parents and can be used toreiocce learning activities at hme. Tis ep. includes Meoptrlcrear en sna nein sate state Seares~ forthe parentrepor scores maybe included in full asa bar chars or can be omitted where ecules. ‘Analysis of Curriculum Content category as shown inthe Group report fortwacers Description of cores - 2 short narative around! she ress a Wel a suggestions as to how leaning coulé be helped rom home Description of progress ~ where atesthas hen administered ina =e previousyearacescrpton a progress il beincluce This i —— categorise the progress made as above average average or below See average, and giv short description This moves seemless into the newman narrative which helps parents understand theirchldsperformanceand | AtuusitL Renna comp howthey can besupported athome 7 Individual report for parents: Individual reportfor parents Individual report fr parents eee a eyCombination report The Combination Report will allow schools to compare results for any cohort of pupils that has taken CAT4 with results from either Progress Test in Maths and/or Progress Test in English Overview/Benefits ‘The festreportthat brings together results comparing ably (poteriaD with attainment Highlights under-achievernent wher attainments broalyin ine with ability and where students appear to be attaining at levelthat Ishigher than their potential suggests AILCATA battery results areincluded ‘Shor narrative poses questions about what might need to be considered (enteral factors) and what might be anextstep ether in| terms ofteaching or assessment Free ofcharge ey Osc: jeainatctpugsetrmge teeter ‘Aebare emma ne SSararmrimares eres angi ipme eres ae een eerste meets cmc unceocouipea teres ten eneenenrs pet retaelemeyyt muna igym mie roi tance remote praere eeeeeeneee r em | Dyateatceaieencay secs e ‘his page shows the narrative that accompanies the overvewot scores This shows individual pups anc which eategory they fit Inco, whether they have achieved heir expected attainment scoresingnglsh rare higherorlawerthan expected Ithenasks any questions that teachers may wans ta consi for pup in ths category “Thisscattercngram gives an overview of pupils scores in the verbal battery o CAH, against ther scores in ProgesTstin Engish ging awhole group wewrofthe spread of pupils who have achieved the expected scores, those who havent and those who have achieved beter than expected This epert shows results fom CATA, alongside results fom Progeess Test in English and Progress Test in Maths, allowing you to measure whether thew attainment results ave as expected ffom their CATA Verbal Reasoning and Quant Reasoning resus STO er Sta eo) eC cea