Sample Reports for Progress Test in Maths
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1 Sample Reports for Progress Test in Maths Northern Ireland
2 As the leading provider of formative assessments to UK schools for over 30 years, GL Assessment aims to support schools in achieving better outcomes for every pupil. Our services to customers GL Assessment aims to give customers the best possible service. To help make ordering straightforward and hassle free, we offer: Expert advice and a friendly telephone ordering service. Monday - Friday 8.30am pm (excluding Bank Holidays) on , and from 7.30am pm (for international enquiries) on +44(0) Area Consultants who can discuss our latest assessments with you. Visit to find out more No credit card required we invoice your school directly Fast, reliable delivery A comprehensive online shop where you can browse and buy resources at Get in touch... Orders and Customer Services , option 1 Technical Enquiries , option 2 Web info@gl-assessment.co.uk Area Consultant Janice Forbes Mobile Janice.Forbes@gl-assessment.co.uk Fax International Enquiries Tel: +44 (0) international@gl-education.com Post orders to: GL Assessment, FREEPOST LON16517 Swindon, SN2 8BR
3 Introduction GL Assessment s Progress Test Series has been designed for use year-on-year to support teachers in identifying levels of attainment and monitoring progress. The tests for English and maths are for students from age five to 14 and for science from age eight to 14. Each series has been standardised on up to 35,000 students across the UK and so provide reliable and accurate profiles of groups and individuals against national standards. This national benchmarking will be crucial for schools who want to track progress without National Curriculum levels. Contents 2 Group report for teachers 17 Individual report for teachers 19 Individual report for parents A test of pupils technical English skills and reading comprehension, our Progress Test in English (PTE) (formerly known as Progress in English PiE) has become established as the standardised English assessment of choice in many schools. We have also developed a new version of Progress Test in Maths (PTM) (formerly Progress in Maths PiM), designed to assess pupils mathematical skills and concepts. Using this progress testing series, year-on-year, provides a reliable profile of pupils attainment in the core English skills, including phonics (for the youngest students), spelling, grammar, punctuation and reading comprehension and the core maths areas, including number, shape, data handling and algebra. Ideal for monitoring progress over time and tracking individual pupil progress, the Progress Test Series can be used to support teachers in identifying those in need of extra help, as well as those that are particularly able. The Progress Test Series have all new content and a new standardisation. For current users of the progress tests, an equating study allows seamless transition from the current to new tests and ensures consistency of data which has been compiled over time. Close attention has been paid to ensuring the new tests reflect curricula across the UK, including the new National Curriculum, making it up-todate and highly relevant. Please note that levels of attainment are reported separately for Scotland and Northern Ireland. What reports are available? "We've been so impressed. It's easy to administer, doesn't take up too much teacher time, yet we're able to get indepth information and age related scores. No other assessment we looked at was suitable for use throughout the school or was accurate." Mark Dakin, Headteacher, St Giles Primary CE School Group report for teachers (Available in PDF and Excel format) Individual student report for teachers Individual report for parents Cluster report The following booklet will show example reports from PTM. T: +44 (0)
4 A whole pupil approach At GL Assessment we believe in a whole pupil approach to assessment, which alongside a teacher s judgement, can provide a powerful and objective all-round view of an individual learner. We have combined our assessments to support schools in implementing a whole pupil approach. Our Complete Digital Solution provides critical insight across the following three areas: Ability To indicate a learner s potential performance Attainment To show where the learner is now and what you can do to support their highest possible achievement Barriers to learning To identify barriers that prevent a learner from achieving their greatest possible potential. 2
5 PTM Group report for teachers T: +44 (0)
6 4 PTM Group report for teachers
7 These students will benefit from extension work. PTM Group report for teachers For interventions, identify students that are well adrift from the average range. T: +44 (0)
8 PTM Group report for teachers Distribution of scores and mean SAS show that overall, performance in this group is in line with the national sample. 6
9 PTM Group report for teachers Analysis of Group scores is also available by ethnicity, SEN, free school meals and by two custom fields of your own choosing. T: +44 (0)
10 PTM Group report for teachers When analysing EAL data, also look at student numbers and confidence bands to decide on how meaningful the differences you've spotted are. 8
11 PTM Group report for teachers This can help you understand gaps in learning and the group's strengths. T: +44 (0)
12 PTM Group report for teachers These data tell you how well the group understands and applies mathematical processes. 10
13 PTM Group report for teachers T: +44 (0)
14 PTM Group report for teachers You may want to investigate these questions in more detail. Is there a common misconception in the group that impacts these items? The whole group did well on this item. Could this skill be used to build on in other areas? The question by question analysis is also available in the individual report for each student. 12
15 PTM Group report for teachers This grouping can help you organise small group work, such as peer-to-peer learning and teaching, or targeted interventions. T: +44 (0)
16 14 PTM Group report for teachers
17 PTM Group report for teachers What's happened? Many in the group have not progressed as expected. T: +44 (0)
18 16 PTM Group report for teachers
19 PTM Individual report for teachers Fantastic! Try to identify what has supported Nessa's 'much higher than expected' progress and make sure those behaviours can continue. Is there something that the whole class could benefit from? T: +44 (0)
20 18 PTM Individual report for teachers
21 PTM Individual report for parents This information is included in the long form parent report and is an optional inclusion. T: +44 (0)
22 PTM Individual report for parents This information is included in the long form parent report and is an optional inclusion. 20
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24 For enquiries please contact us on Tel: +44(0) For enquiries outside the UK and Ireland please contact the International team on Tel: +44(0) gl-education.com GL Assessment 9th Floor, 389 Chiswick High Road, London W4 4AJ Tel +44 (0) Fax +44 (0) GL1003
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