- PiM Sample... · Progress in Maths Year On Year Comparisons - Comparison of Group Scores - Mean...

1

Progress in Maths (PiM) Digital

www.gl-assessment.co.uk/pimdigital

sample reports

Includes

new enhanced

reporting

2

SAMPLE REPORTS PAGE

Progress in Maths 11 Group Report – Explanation of the Progress in Maths report 3

Progress in Maths 11 Group Report - Pupil Listing ordered by Standard Age Score 4

Progress in Maths 11 Group Report - Group and National Comparison - Mean Score table 5

Progress in Maths 11 Group Report - Group and National Comparison - Mean Standard Age Score graph 6

Progress in Maths 11 Group Report - Group and National Comparison - Standard Age Score distribution 7

Progress in Maths 11 Group Report - Analysis by Process and Curriculum Content categories graph 8

Progress in Maths 11 Group Report - Question by Question graph 9

Progress in Maths 11 Group Report - Question by Question listing - ordered by National Percent correct 10

Progress in Maths 11 Group Report - Question by Question listing - ordered by Group-National difference 11

Progress in Maths Year On Year Comparisons - Analysis by Process and Curriculum Content categories table 12

Progress in Maths Year On Year Comparisons - Explanation of Progress in Maths Year On Year Comparisons report 13

Progress in Maths Year On Year Comparisons - Comparison of Group Scores - Mean score table 15

Progress in Maths Year On Year Comparisons - Comparison of Group Scores - Mean Standard Age Score graph 16

Progress in Maths Year On Year Comparisons - Progress Chart 17

Progress in Maths Year On Year Comparisons - Summary Table 18

Progress in Maths Year On Year Comparisons - Pupil Listing ordered by Surname 19

APP Mapping Grid 20

APP Mapping Grid 21

Case Study - Online testing in Leicestershire 22

Case Study - Online testing at Handcross Park Independent Prep School 23

Contents

Progress in Maths (PiM) Digital Progress in Maths 6-14 is an onscreen version of our premier suite of Maths assessments. Designed to provide you with the rich diagnostic information about the pupils’ mathematical abilities, it helps address any identified areas of concern and builds upon what pupils already know in order to increase their understanding. Progress in Maths covers all the current UK National Curricula content.

Note: Pupil listings can be sorted by Surname or by First name or by merit order based on Standard Age Scores.

New Enhanced ReportsOur digital products now come with additional enhanced reporting as standard. These provide more powerful and flexible insights into test results and include reports such as:

• Group Demographic Comparisons

• Year on Year achievement

Reports are available by class, year group, schools, cluster of schools or by authority.

Speak to your area consultant for more details.

NEW

NEW

NEW

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NEW

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NEW

NEW

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Progress in Maths Reports

School: Sample School Section:No. of students:

Section A - Student listing

Section B - Comparison of Group and National Scores

This report lists the results for each student from the selected group of students who took the test. Scoresfor each student are shown including Standard Age Score (SAS), Stanine, National Percentile Rank, GroupRank, Raw Score and estimated National Curriculum Maths Levels for England, Wales and NorthernIreland. Some of the levels are split into three categories (C,B and A) with A denoting the highest categorywithin a level. This section also shows student performance in the content categories of Number, Shape,Space and Measures, Data Handling and Algebra.

The table shows the mean scores and the standard deviations for Standard Age Scores and raw scores foreach group of students. The first chart in this section show the average SAS scores for your groups with80% confidence bands indicated by the horizontal lines. If the horizontal line on the mean Standard AgeScore score chart overlaps the National "100" (average) line, the results for your group do not differsignificantly from the National average.

he first bar chart shows the percentage of students that fall within certain ranges of scores. The charts allowyou to compare the score distribution of your group with the National distributions. The second bar chartshows the percentage success rates for each of the process areas for the class/group against the Nationalaverage. In some cases, the profile for the class may be above the National average, or below the Nationalaverage, in all process areas. In other cases, the results may reveal strengths in one particular processarea, but a relative weakness in another.

Progress inMaths 11

Class/Group:A, B, C

Sample Group 28

Copyright © 2008 GL Assessment LimitedGL Assessment is part of the Granada Learning Group.

The graphs and tables in this section provide details about the success rates the class/group has with eachquestion. The questions your class/group find most difficult and which were relatively easy can be identified.

Section C - Question by question analysis

GL Assessment, is part of the Granada Learning Group.






The table shows the mean scores and the standard deviations for Standard Age Scores and raw scores fo reach group of students. The first chart in this section show the average SAS scores for your groups with80% confidence bands indicated by the horizontal lines. If the horizontal line on the mean Standard AgeScore score chart overlaps the National "100" (average) line, the results for your group do not differsignificantly from the National average.

The first bar chart shows the percentage of students that fall within certain ranges of scores. The charts allowyou to compare the score distribution of your group with the National distributions. The second bar chartshows the percentage success rates for each of the process areas for the class/group against the Nationalaverage. In some cases, the profile for the class may be above the National average, or below the Nationalaverage, in all process areas. In other cases, the results may reveal strengths in one particular processarea, but a relative weakness in another.

Progress inMaths 11

Class/Group:A, B, C

Sample Group 28




4

Section A: Progress in Maths 11 - Student ListingSample School Sample Group School: Group: No. Students 28

Name of Student RawScore

Percentage Correct - Curriculum ContentCategories***

N S D

Stanine PercentileRank

Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score

GroupRank*

MathsLevel**

A

Age at test(yrs:mnths)

Daniel Browne 50 100 100 1009 99 1 5a+138 1009:06 Sandeep Sharma 49 100 100 929 99 1 5a+138 1009:06 Mandeep Singh 49 100 100 929 99 1 5a+138 1009:06 Robert Robinson 46 95 87 928 96 4 5a+126 1009:06 Nita Moss 46 95 87 928 96 4 5a+126 1009:07 Maureen Kennedy 46 95 87 928 96 4 5a+126 1009:06 Susan Bush 46 95 87 928 96 4 5a+126 1009:06 Sanjay Rooprai 45 91 87 928 94 8 5b123 1009:06 Kareena Khan 40 77 87 927 80 9 5c113 339:06 Tom Albright 35 68 73 836 70 10 4a108 339:06 Mary Aransiola 29 59 60 585 58 11 4b103 339:06 Adrian Fowler 23 50 53 334 34 12 3a94 339:07 Peter Watt 23 50 53 334 34 12 3a94 339:07 Florence Nash 22 50 47 334 32 14 3a93 339:07 Richard Mathews 22 50 47 334 32 14 3a93 339:06 Dominic Browne 22 50 47 334 32 14 3a93 339:07 Jackie Murdie 22 50 47 334 32 14 3a93 339:07 Nick Watt 22 50 47 334 32 14 3a93 339:07 Rosaline Nash 22 50 47 334 32 14 3a93 339:07 Nancy Roberts 20 45 40 334 28 20 3a91 339:06 Tim Vincent 16 45 33 83 18 21 3b86 339:06 Rita Tucker 15 45 27 83 13 22 3b83 339:06 Neil Dawes 11 27 27 82 9 23 3c80 339:07 Nathan Gill 9 27 13 82 6 24 3c77 339:07 David Smith 8 23 13 82 6 25 2-76 339:07 Tim Chung 5 9 7 81 3 26 2-71 339:06 Rob Reagan 5 9 7 81 3 26 2-71 339:07 Sarah Ling 2 9 0 01 2 28 2-69 09:06

***Curriculum Content Categories: N = Number S = Shape, Space and Measures D = Data Handling A = Algebra

*Group Rank based on Standard Age Score **Maths level is an estimate of the current National Curriculum Maths level (England, Wales and Nothern Ireland).

Section A: Progress in Maths 11 - Student ListingSample School Sample Group School: Group: No. Students 28

Name of Student RawScore

Percentage Correct - Curriculum ContentCategories***

N S D

Stanine PercentileRank

Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score

GroupRank*

MathsLevel**

A

Age at test(yrs:mnths)

Daniel Browne 50 100 100 1009 99 1 5a+138 1009:06 Sandeep Sharma 49 100 100 929 99 1 5a+138 1009:06 Mandeep Singh 49 100 100 929 99 1 5a+138 1009:06 Robert Robinson 46 95 87 928 96 4 5a+126 1009:06 Nita Moss 46 95 87 928 96 4 5a+126 1009:07 Maureen Kennedy 46 95 87 928 96 4 5a+126 1009:06 Susan Bush 46 95 87 928 96 4 5a+126 1009:06 Sanjay Rooprai 45 91 87 928 94 8 5b123 1009:06 Kareena Khan 40 77 87 927 80 9 5c113 339:06 Tom Albright 35 68 73 836 70 10 4a108 339:06 Mary Aransiola 29 59 60 585 58 11 4b103 339:06 Adrian Fowler 23 50 53 334 34 12 3a94 339:07 Peter Watt 23 50 53 334 34 12 3a94 339:07 Florence Nash 22 50 47 334 32 14 3a93 339:07 Richard Mathews 22 50 47 334 32 14 3a93 339:06 Dominic Browne 22 50 47 334 32 14 3a93 339:07 Jackie Murdie 22 50 47 334 32 14 3a93 339:07 Nick Watt 22 50 47 334 32 14 3a93 339:07 Rosaline Nash 22 50 47 334 32 14 3a93 339:07 Nancy Roberts 20 45 40 334 28 20 3a91 339:06 Tim Vincent 16 45 33 83 18 21 3b86 339:06 Rita Tucker 15 45 27 83 13 22 3b83 339:06 Neil Dawes 11 27 27 82 9 23 3c80 339:07 Nathan Gill 9 27 13 82 6 24 3c77 339:07 David Smith 8 23 13 82 6 25 2-76 339:07 Tim Chung 5 9 7 81 3 26 2-71 339:06 Rob Reagan 5 9 7 81 3 26 2-71 339:07 Sarah Ling 2 9 0 01 2 28 2-69 09:06

***Curriculum Content Categories: N = Number S = Shape, Space and Measures D = Data Handling A = Algebra

*Group Rank based on Standard Age Score **Maths level is an estimate of the current National Curriculum Maths level (England, Wales and Nothern Ireland).

10:0610:0610:0610:06 10:0710:0610:0610:06 10:0610:0610:0610:07 10:0710:0710:0610:07 10:0710:0710:0710:06 10:0610:0610:0710:07 10:0710:0610:0710:06

5

Section B: Progress in Maths 11 - G

roup and National C

omparison

Sample School

Sample G

roupSchool:

Group:

No. Students

28

Com

parison of Group and N

ational Mean Standard Age Scores

Standard Age Scores

Mean Score

Standard Deviation

Males

Females

All Students1228

Raw

Scores

Mean Score

StandardD

eviation25.328.826.8

15.416.215.6

98.6103.2100.5

22.022.321.8

Num

ber of Students

16

Com

parison of Ethnic Group Scores

Ethnic Group

Num

ber of StudentsStandard Age Scores

Mean Score

Standard Deviation

Raw

Scores

Mean Score

StandardD

eviation9

32.618.5

108.826.2

Asian7

20.36.3

91.18.0

Black British12

26.316.4

99.822.9

White

Com

parison of Free School Meals category score

Free/Reduced Lunch

Num


Mean Score

Standard Deviation

Raw

Scores

Mean Score

StandardD

eviation24

30.014.4

104.820.6

No

47.8

5.675.0

6.3Yes

Com

parison of Special Educational Needs category score

Special EducationN

umber of Students

Standard Age Scores

Mean Score

Standard Deviation

Raw

Scores

Mean Score

StandardD

eviation25

29.414.4

103.920.6

None

35.3

3.572.3

4.2School Action

Com

parison of Custom

1 category score

Custom

Num


Mean Score

Standard Deviation

Raw

Scores

Mean Score

StandardD

eviation3

5.33.5

72.34.2

EAL25

29.414.4

103.920.6

None

Com

parison of Custom

2 category score

Custom

Num


Mean Score

Standard Deviation

Raw

Scores

Mean Score

StandardD

eviation28

26.815.6

100.521.8

Not know

n

© G

L Assessment 2008

6

Section B

: Progress in M

aths 11 - Group and N

ational Com

parisonS

ample S

choolS

ample G

roupS

chool:G

roup:N

o. Students

28

© G

L Assessm

ent 2008

7

Section B: Progress in Maths 11 - Group and National ComparisonSample School Sample GroupSchool: Group: No. Students 28

13%

11%

8%

13%

18%

25%

0%

4%

8%

6%

4%

0%

0%

4%

8%

38%

32%

25%

6%

7%

8%

13%

11%

8%

13%

11%

8%

Male

Female

All Students

<74

1

74-81

2

82-88

3

89-96

4

97-103

5

104-111

6

112-118

7

119-126

8

>126

9

4%7%12%17%20%17%12%7%4%National

Stanine

Page 5 03-Jun-2009© GL Assessment 2008

8

Section B

: Progress in M

aths 11 - Analysis by P

rocess Area

Sam

ple School

Sam

ple Group

School:

Group:

No. S

tudents28

© G

L Assessm

ent 2008

9

Section C: Progress in Maths 11 - Question by Question GraphSample School Sample GroupSchool: Group: No. Students 28

Note A = calculator allowable, B = calculator not allowable

Page 7 03-Jun-2009© GL Assessment 2008

10

Section C: Progress in M

aths 11 - Question by Q

uestion ListingSam

ple SchoolSam

ple Group

School:G

roup:N

o. Students28

Question

Num

berC

ategory*C

ategory**Q

uestion Content

Group

Questions sorted by N

ational Percentage Correct

National

Group -

National

Difference

A496

DU

CPie C

hart - bags of nuts95

1A2

96S

FPD

rag and drop the mirror im

age of an L shaped tile95

1B1

71D

RM

atch pupil to bar chart for number of cars in car park

94-23

B468

SFP

Draw

a square on the graph, one line drawn already

92-24

B546

SFP

Com

plete the co-ordinates of parallelogram90

-44B3

68N

RP

What tem

perature is 9 degrees warm

er?89

-21A9

82S

UC

Robot turn - 30 degrees

85-3

B1436

SU

CC

lick on the shape with the sam

e area as a given shape84

-48A3

96A

UC

Use the rule to com

plete the missing row

s of the table82

14B2

71S

FPW

hat temperature does the therm

ometer show

?81

-10

A589

NR

PVan can carry 192 boxes. H

ow m

any vans are needed for62400?

809

B1536

NR

PC

ontinue the sequence where the num

bers are going up insteps of 0.1

79-43

B739

DR

PU

se the graph to estimate how

much the puppy w

eighed at2 1/2 w

eeks77

-38

B1636

DR

PH

ow m

any more gam

es did the Stars win over R

overs?75

-39B8

39N

UC

Click on the value of 3 in 637.082

75-36

B2611

SFP

Fill in the areas of 3 small rectangles

71-60

A1i100

NR

PFill in the gaps ?-168=45.

7030

B639

DU

CPlot 500 gram

s on the graph for 1 week old puppy

69-30

B1832

SFP

What is the greatest speed?

68-36

B939

DR

PD

ata on recycling - which tow

ns have no paper bank?68

-29B19

32S

RC

lick on the net that will fold up to m

ake a cube66

-34B17

32D

RP

Which tw

o teams had the sam

e number of draw

s?66

-34

A689

NR

PC

omplete the m

issing rows of the table for the total m

oneyraised

6623

A1ii100

NR

PFill in the gaps ?/168=45

6436

B21i29

NR

Use 15x20=300 to answ

er 15x21=63

-34

B2811

NR

PW

hat is Sam's num

ber if he divides it by 100 to get theansw

er 6.2?61

-50

A886

NR

P1 bus=49 people. H

ow m

any buses for 379 people?61

25

A789

N/S

RP

1 part orange, 5 parts water. 50 m

illilitres of orange to howm

uch water?

6128

B2329

AR

PW

rite an expression for the area of a pattern59

-30B11

39S

FPC

opy the diagram exactly

58-19

B2032

NR

Match each pair of rectangles w

hose shaded parts make

one whole rectangle

55-23

B2429

AR

PW

rite an expression for the area of another pattern54

-25B21ii

29N

RU

se 15x20=300 to answer 15x19=

54-25

B1336

N/S

RP

How

many kilogram

s does the suitcase weigh?

53-17

B1039

NU

CC

lick to make 80%

blue51

-12B22

29N

RP

5000 tickets on a full roll. 3279 sold so how m

any left49

-20A13

79N

R? divided by 22=2.18181818

4732

B1236

DR

Pie Chart - sandw

iches sold46

-10

B2525

NR

To multiply by 4, double then double again - show

rule tom

ultiply by 845

-20

A1179

NU

CC

lick on the shapes that are 1/3 yellow41

38

© G

L Assessment 2008

*Curriculum

Content C

ategories: N = N

umber S = Shape, Space and M

easures D = D

ata Handling A = Algebra

**Process Categories: FP = Know

ing Facts and Procedures UC

= Using C

oncepts RP = Solving R

outine Problems R

= Reasoning

11


aths 11 - Questions Listing by G

roup-National D

ifference

Sample School

Sample G

roupSchool:

Group:

No. Students

28

Question

Num

berC

ategory*C

ategory**Q

uestion Content

Group

Questions sorted by G

roup - National Percentage D

ifference

National

Group -

National

Difference

A1475

SR

PVolum

e of cuboid22

53A10

82S

UC


2953

A1571

DFP

Which type of fruit had the greatest m

ean weight per fruit?

2744

A1279

NR

P12 pens in a pack, 48 packs in a box, 96 boxes. H

owm

any pens?36

43

A1179

NU

CC

lick on the shapes that are 1/3 yellow41

38A1ii

100N

RP

Fill in the gaps ?/168=4564

36A13

79N

R? divided by 22=2.18181818

4732

A1i100

NR

PFill in the gaps ?-168=45.

7030

A789

N/S

RP

1 part orange, 5 parts water. 50 m

illilitres of orange to howm

uch water?

6128

A886

NR

P1 bus=49 people. H

ow m

any buses for 379 people?61

25

A689

NR

PC

omplete the m

issing rows of the table for the total m

oneyraised

6623

A396

AU

CU

se the rule to complete the m

issing rows of the table

8214

A589

NR

PVan can carry 192 boxes. H

ow m

any vans are needed for62400?

809

A296

SFP

Drag and drop the m

irror image of an L shaped tile

951

A496

DU

CPie C

hart - bags of nuts95

1A9

82S

UC


85-3

B271

SFP

What tem

perature does the thermom

eter show?

81-10

B1236

DR

Pie Chart - sandw

iches sold46

-10B10

39N

UC

Click to m

ake 80% blue

51-12

B1336

N/S

RP

How

many kilogram

s does the suitcase weigh?

53-17

B1139

SFP

Copy the diagram

exactly58

-19

B2525

NR

To multiply by 4, double then double again - show

rule tom

ultiply by 845

-20

B2229

NR

P5000 tickets on a full roll. 3279 sold so how

many left

49-20

B368

NR

PW

hat temperature is 9 degrees w

armer?

89-21

B2032

NR

Match each pair of rectangles w

hose shaded parts make

one whole rectangle

55-23

B171

DR

Match pupil to bar chart for num

ber of cars in car park94

-23B29

4D

RC

omplete the chart so that the m

ean of all bars is 5 units27

-23B4

68S

FPD

raw a square on the graph, one line draw

n already92

-24B24

29A

RP

Write an expression for the area of another pattern

54-25

B21ii29

NR


er 15x19=54

-25

B2711

SR

PD

rag & drop two straight lines to m

ake rectangles of 18, 6and 6 cm

²40

-29

B939

DR

PD

ata on recycling - which tow

ns have no paper bank?68

-29B6

39D

UC

Plot 500 grams on the graph for 1 w

eek old puppy69

-30B23

29A

RP

Write an expression for the area of a pattern

59-30

B1932

SR

Click on the net that w

ill fold up to make a cube

66-34

B1732

DR

PW

hich two team

s had the same num

ber of draws?

66-34

B21i29

NR


er 15x21=63

-34B18

32S

FPW

hat is the greatest speed?68

-36B8

39N

UC

Click on the value of 3 in 637.082

75-36

B739

DR

PU

se the graph to estimate how

much the puppy w

eighed at77

-38

© G

L Assessment 2008

*Curriculum

Content C

ategories: N = N

umber S = Shape, Space and M

easures D = D

ata Handling A = Algebra

**Process Categories: FP = Know

ing Facts and Procedures UC

= Using C

oncepts RP = Solving R

outine Problems R

= Reasoning

12


aths 11 - Score breakdown

Sample School

Sample G

roupSchool:

Group:

No. Students

28

Num

ber of Marks

Category C

odeC

ategory Area

Group %

**Score Breakdow

n by Process Categories

National %

Difference

Knowing Facts and Procedures

FP8

5573

-18 U

sing Concepts

UC

1067

652

Solving Routine Problem

sR

P20

5562

-7 R

easoningR

1240

58-18

Num

ber of Marks

Category C

odeC

ategory Area

Group %

*Score breakdown by C

urriculum C

ontent Categories

National %

Difference

Num

berN

2258

59-1

Shape, Space and Measures

S15

5466

-12 D

ata Handling

D12

4865

-17 Algebra

A3

5165

-14

© G

L Assessment 2008

13

2828 28 Number of pupils

Progress in Maths ReportsSchool: Sample School Section:Class/Group:

A, B, CSample Group

Progress in MathsYear On YearComparisons

Section A - Comparison of Group Scores

The table shows the mean Standard Age Scores (SAS) for each of the two Progress in Maths tests and themean score difference between the tests for each group of pupils. A SAS comes from comparing a pupil'sraw score with the national standardisation sample, taking chronological age into account. This shows howeach pupil is performing compared to the national average for their age. The national average SAS is 100.

The table below shows the number of pupils completing each test as well the number of pupils completingboth tests.

© GL Assessment 2008GL Assessment is part of the Granada Learning Group.

PiM 11 PiM 10 Completing both tests

The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (blackhorizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usuallyvery wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results foryour group do not differ significantly from the national average. The chart also shows the score distributiondisplayed as a box and whisker plot for each group of pupils. The graphic below shows an example for agroup of pupils. Half the pupils have scores within the box range which in this example is between 90 and110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% havescores below 105 (vertical black line), 75% below 110 and 95% below 125.

SAS Score Distribution

5% 25% 50%75% 95%

70 80 90 100 110 120 13060 140

14

Progress in Maths ReportsSchool: Sample School Section:Class/Group:

A, B, CSample Group

Progress in MathsYear On YearComparisons

Section B - Progress Chart and Summary tableThe Progress chart displays the two SAS scores for each pupil as a dot in a scatter plot. There should beone dot for each pupil except for pupils that have the same values on both tests and the dots will overlap.The range of expected scores on the second test are indicated by the upper and lower dashed red lines.

Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above theupper red dashed line they have made significantly more progress than expected, where their score is belowthe lower red dashed line they have made significantly less progress than expected. 15% of pupilsnationally are above the upper red dashed line and a further 15% below the lower red dashed line.

© GL Assessment 2008GL Assessment is part of the Granada Learning Group.

Section C - Pupil Listing Ordered by SurnameThe listing includes pupil’s SAS scores on each test as well the difference in SAS scores. The progresscategory indicates if a pupil progress based on the SAS score is in the ‘As Expected’, ‘Upper’ or ‘Lower’categories. Nationally, around 70% of pupils are expected to be in the ‘As Expected’ category’ , 15% ofpupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils thathave completed just one of the two tests and no progress categories are reported for these pupils.

15

Numberof pupils

Comparison of Group Scores

School: Sample SchoolGroup: Sample Group Number of Pupils: 28

PIM Section A

Year on Year PiM

PiM 10 PiM 11 Difference PiM 10 PiM 11

Mean Standard Age Scores Mean Raw Scores

All Students

Gender

28Male 16 104.1 98.6 -5.5 24.9 25.2

Female 12 102.3 103.2 0.8 23.4 28.8

103.3 100.5 -2.8 24.2 26.8

Ethnic GroupWhite 12 95.3 99.8 4.5 18.3 26.2Asian 9 115.6 108.8 -6.8 32.8 32.6

Black British 7 101.3 91.1 -10.1 23.4 20.3

Free School MealsNo 24 108.0 104.8 -3.2 27.6 30.0

Yes 4 75.2 75.0 -0.2 4.2 7.8

Special EducationNone 25 107.0 103.9 -3.1 26.9 29.4

School Action 3 72.7 72.3 -0.3 2.3 5.3

Custom 1None 25 107.0 103.9 -3.1 26.9 29.4EAL 3 72.7 72.3 -0.3 2.3 5.3

Custom 2 Not known 28 103.3 100.5 -2.8 24.2 26.8

© GL Assessment 2008

GL Assessment is part of the Granada Learning Group.

Note: results in the table are based on pupils that have completed both tests.

16

Numberof pupils

Standard Age Score:Standard Age Score:

60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140

PiM 11PiM 10

130 130

Group Demographic Comparison Graphs


PIM Section A

Year on Year PiM

All Students

Gender

28

Male 16

Female 12

Ethnic GroupWhite 12

Asian 9

Black British 7

Free School MealsNo 24

Yes 4

Special EducationNone 25

School Action 3

Custom 1None 25

EAL 3

Custom 2 Not known 28



Note: results in the table are based on pupils that have completed both tests.

17


PIM Progress Chart Section B

Year on Year PiM

(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir score on the second test in the series.Each pupil's scores are plotted as a dot.There should be one dot for each pupil,except where two pupils have identicalscores on both tests and their dots willoverlap.

(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expect to be within this range.Where a pupil's score is above the upperred dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.

Notes:



18

Summary Table


PIM Section B

Year on Year PiM

Difference

Mean Standard Age Score Standard Deviation

Mean Standard Age Score Standard Deviation

Difference Between Mean Scores

103.318.9

100.521.8

-2.8

PiM 10

PiM 11

28The above table is based on students completing both tests

Group National

%%Number ofpupils

ProgressCategory

Lower

As Expected

Upper

Total

6

18

4

28

21%

64%

14%

100%

15%

70%

15%

100%



19

Pupil Listing Ordered by SurnamePIM Section C

School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 28

Year On Year PiM

Forename Date of Birth SAS Score SAS ScoreDifference in SAS

Scores Progress CategoryUK PiM 11UK PiM 10

Surname

Tom -611422/10/1999 108 As Expected Albright Mary -1111416/10/1999 103 As Expected Aransiola Daniel 489006/10/1999 138 Upper Browne Dominic -19414/10/1999 93 As Expected Browne Susan 212425/10/1999 126 As Expected Bush Tim -4311423/10/1999 71 Lower Chung Neil -38302/10/1999 80 As Expected Dawes Adrian -910313/10/1999 94 As Expected Fowler Nathan 86915/10/1999 77 As Expected Gill Maureen 612027/10/1999 126 Upper Kennedy Kareena 510821/10/1999 113 As Expected Khan Sarah -118024/10/1999 69 Lower Ling Richard -2111419/10/1999 93 Lower Mathews Nita 448204/10/1999 126 Upper Moss Jackie -810110/10/1999 93 As Expected Murdie Florence -19411/10/1999 93 As Expected Nash Rosaline -910208/10/1999 93 As Expected Nash Rob 26905/10/1999 71 As Expected Reagan Nancy -2311417/10/1999 91 Lower Roberts Robert -513126/10/1999 126 As Expected Robinson Sanjay -1513829/10/1999 123 As Expected Rooprai Sandeep 013828/10/1999 138 As Expected Sharma Mandeep 2411420/10/1999 138 Upper Singh David -78303/10/1999 76 Lower Smith Rita 08307/10/1999 83 As Expected Tucker Tim -2811418/10/1999 86 Lower Vincent Nick -910209/10/1999 93 As Expected Watt Peter -710112/10/1999 94 As Expected Watt



20

Progress in Maths 11 DigitalPIM 11 Digital mapping to APP Levels 3 to 6

Question A N C U S H Level Assessment Focuses

1a (1a) 1 3 solve whole number problems

1b (1b) 1 4 recognise … relationships

2 (2) 1 3 reflect shapes, presented on a grid, in a vertical or horizontal mirror line

3 (3a) 1 4 begin to use simple formulae expressed in words

4 1 3 extract and interpret information presented in simple tables

5 (4) 1 4 solve whole number problems including those involving multiplication or division that may give rise to remainders(Lev 3, extrapolated up to level 4)

6 (6) 1 3 solve whole number problems

7 (7) 1 5 solve simple problems involving ratio and direct proportion

8 (8) 1 5 solve problems with or without a calculator (Lev 4, extrapolated up to level 5)

9 1 4 begin to rotate a simple shape or object about its centre

10 1 5 use language associated with angle

11 (9) 2 4 recognise approximate proportions of a whole and use simple fractions and percentages to describe these

12 (10) 1 5 solve word problems and investigations from a range of contexts

13 (11) 1 5 recognise and use number … relationships

14 1 5 calculate volumes … of cuboids (Lev 6, extrapolated down to level 5)

15 (12) 1 5 understand and use the mean of discrete data

PART B

1 (13) 2 3 extract and interpret information presented in … bar charts

2 (14a) 1 3 use a wider range of measures including … standard metric units … in a range of contexts

3 (14b) 1 4 solve simple problems involving ordering, adding, subtracting negative numbers in context

4 (15a) 1 3 classify … 2-D shapes in various ways using mathematical properties

5 1 4 use and interpret coordinates in the first quadrant

6 (16b) 1 4 construct … simple line graphs

7 (16a) 1 4 interpret … simple line graphs

8 (18) 1 4 order decimals to three decimal places

9 1 4 extract and interpret information presented in simple … pictograms (Lev 3, extrapolated up to level 4)

10 1 4 recognise approximate proportions of a whole and use simple … percentages to describe these

11 1 4 use the properties of 2-D and 3-D shapes

12 2 3 construct bar charts

13 (20) 1 5 read and interpret scales on a range of measuring instruments

14 (21) 1 3 find areas by counting squares (Lev 4, extrapolated down to level 3)

15 (22) 1 4 use understanding of place value (Lev 5, extrapolated down to level 4)

16 (23a) 1 4 interpret graphs and diagrams, … and draw conclusions (Lev 5, extrapolated down to level 4)

Continued....

Blue: very similiar to written question (n) Red: unique to digital test only

21

A: Algebra

N: Numbers and the number system

C: Calculating

U: Using and applying mathematics

S: Shape, space and measures

H: Handling data

Progress in Maths 11 Digital ... continuedPIM 11 Digital mapping to APP Levels 3 to 6

Blue: very similiar to written question (n) Red: unique to digital test only

Question A N C U S H Level Assessment Focuses

17 (23b) 1 4 interpret graphs and diagrams, … and draw conclusions (Lev 5, extrapolated down to level 4)

18 1 4 collect and record discrete data

19 (24) 1 4 use the properties of 2-D and 3-D shapes

20 (25) 2 4 recognise approximate proportions of a whole

21i (26i) 1 3 use efficient written methods of addition and subtraction and of short multiplication and division conclusions(Lev 4, extrapolated down to level 3)

21ii (26ii) 1 4 use efficient written methods of addition and subtraction and of short multiplication and division

22 (27) 1 4 solve problems with or without a calculator

23 (28i) 1 5 construct, express in symbolic form, and use simple formulae involving one or two operations

24 (28ii) 1 5 construct, express in symbolic form, and use simple formulae involving one or two operations

25 (29) 1 4 use a range of mental methods of computation with all operations

26 (30a) 1 4 find areas by counting squares

27 (30b) 1 4 find areas by counting squares

28 (31) 1 5 use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect

29 (32) 1 6 understand and use the mean of discrete data (Lev 5, extrapolated up to level 6)






The table shows the mean scores and the standard deviations for Standard Age Scores and raw scores foreach group of students. The first chart in this section show the average SAS scores for your groups with80% confidence bands indicated by the horizontal lines. If the horizontal line on the mean Standard AgeScore score chart overlaps the National "100" (average) line, the results for your group do not differsignificantly from the National average.

he first bar chart shows the percentage of students that fall within certain ranges of scores. The charts allowyou to compare the score distribution of your group with the National distributions. The second bar chartshows the percentage success rates for each of the process areas for the class/group against the Nationalaverage. In some cases, the profile for the class may be above the National average, or below the Nationalaverage, in all process areas. In other cases, the results may reveal strengths in one particular processarea, but a relative weakness in another.

Progress inMaths 11

Class/Group:A, B, C

Sample Group 28




22

case study

Online testing enhances pupil progresschecking in Leicestershire

The Government is encouraging schools to focus on abalanced combination of end of Key Stage assessmentand more regular, teacher-based methods of checkingtheir pupils’ achievement in key curriculum subjects toraise attainment.

This ethos is central to the way pupils’ progress ismonitored at Christchurch and St Peters C of E PrimarySchool. Headteacher, Sandy Gourlay, has been using thedigital versions of GL Assessment’s Progress in English(PIE) and Progress in Maths (PIM) tests to assist teachers intracking their pupils’ progress in these crucial subjects asthey move through the school.

Christchurch and St Peters is located in the village ofMountsorrel in Leicestershire. Attended by 360 five to 11-year-olds, the school is committed to creating a happy andstimulating environment in which its pupils can fulfil theiracademic potential.The leadership team works hard toensure every child is provided with teaching and learningthat meets their individual needs when they join the school.Using PIE and PIM Digital to inform discussions on pupils’progress in English and maths plays an important role inhelping them to achieve this goal.

Sandy Gourlay says: “The online tests enable us to get aclear picture of our pupils’ strengths and weaknesses inEnglish and maths as they learn, without putting them underthe pressure of a traditional paper test.The ability to assess

pupils’ progress easily at the start of each year allows us tobe more effective in the way we allocate teaching resourcesand helps us to intervene early to address any concerns wehave with the achievement of individuals or groups ofpupils.”

Previously, the paper-based versions of PIE and PIM werebeing used at the school to test pupils’ understanding ofEnglish and maths.The decision to switch to online testinghas made it simpler for teachers to monitor pupils’ progressyear-on-year fromYears 1 to 6 and helped ensure the schoolcan tailor teaching and learning to get the best out of everychild.

The digital versions of PIE and PIM are simple to administerand schools are provided with a wealth of information onpupils’ comprehension of English and maths within minutesof their completion of the assessments.The tests enableschools to view pupils’ standard age scores and comparethe achievement of individuals or groups of children withnational levels of attainment. Detailed analysis of pupils’answers allows school leaders to clearly see if girls are outperforming boys in literacy, for example, or whether aparticular group of children are struggling with a specificarea of the maths curriculum.

The ability to scrutinise pupils’ scores quickly proved to beincredibly helpful to Christchurch and St Peters when resultsof the PIE test revealed that a significant number of childrenhad not reached the standard of achievement expected fortheir age at the start ofYear 4.The leadership team was ableto use this information to target additional learning supportwhere it was needed so that gaps in pupils’ knowledge ofthe subject could be addressed to boost attainment.

“Looking closely at pupils’ results year-on-year allows us tolet teachers know if individuals or groups of pupils who willbe joining their class from the previous year group are likelyto need help with areas of the English and mathscurriculum.This means that we can be one step ahead in

ensuring lessons are personalised to meet the needs ofevery child.”

“The reports we get from the online tests are excellent.They provide us with valuable data, such as group nationalscores and detailed information on how our pupils haveanswered the individual questions.This is data teachers canuse to shape their lessons and it also helps us todemonstrate the value added to pupils’ learning whilst theyare at the school,” says Sandy.

Christchurch and St Peters keeps a record of PIE and PIMresults for pupils from across the school and this informationplays an important part in the process of preparing for anOfsted inspection. Results are shared with Ofstedinspectors and they also help the school to carry out aneffective self-evaluation of its teaching and learning provisionthroughout the academic year.

“We have good teachers who teach well and the tests helpto confirm what they already know about their pupils’ ability.By examining the PIE and PIM online test scores inconjunction with national assessment results, we canensure there are no surprises in teachers’ understanding ofwhat pupils are capable of achieving.This helps ensure theycan provide every child with the best possible learningsupport throughout the essential primary years.”

April 2009

“The reports we get from the online testsare excellent. They provide us with valuabledata that teachers can use to shape their

lessons and it also helps us to demonstratethe value added to pupils’ learning whilst

they are at the school.”

“Looking closely at pupils’ results year-on-year allows us to let teachers know if

individuals or groups of pupils who will bejoining their class from the previous year

group are likely to need help with areas ofthe English and maths curriculum.”

GLP309.artwork:Layout 1 25/8/09 15:57 Page 2

23

How online tests are used to monitor progressat Handcross Park School

case study

Handcross Park Independent Prep School inWestSussex has a deserved reputation for providing highstandards of childcare for 2 – 13 year olds.The schoolprides itself on achieving excellence in all areas andassessment is a key aspect of informing teaching andlearning across the whole school.

In the Autumn term of 2007, Handcross Park decided toadopt a suite of online reasoning, literacy and numeracyassessments from GL Assessment in order to provide anefficient method of assessing pupils and collating results.Neil Cheesman, Deputy HeadTeacher, noticed thedifference immediately.

“We instantly saw a huge reduction in the time it took toanalyse results. Online assessment provides results withinminutes and saves a great deal of time previously taken upby marking written assessments.”

However, not only was the school new to digitalassessment; it was also using GL Assessment’s tests forthe first time. “Our previous tests didn’t cater for pupils thatwere out-of-range and we wanted a means of assessingpupils of all abilities. Another problem was that the data wasin an unfriendly format and we had to spend hours goingthrough the reports and making them easily accessible forstaff.”

Handcross Park chose to adopt the digital version ofGL Assessment’s Cognitive AbilitiesTest (CAT) to assesspupils’ reasoning abilities. CAT measures the three principalareas of reasoning – verbal, non-verbal and quantitative – andis the most widely used test of reasoning abilities in the UK.

To measure specific strengths and needs in English, theschool selected the Suffolk Reading Scale (SRS) andProgress in English (PIE). For Maths, they adopted Progressin Maths (PIM), a standardised series of tests designed toprovide rich diagnostic information about pupils’mathematical abilities.

Used together, Handcross Park found that the test dataprovided a useful, objective means of assessing pupilsprogress which supported ongoing classroom assessment.

Introducing online assessmentWhen the school introduced GL Assessment’s onlinetesting platform,Testwise, Neil Cheesman found little needfor staff training. “Having established that all we neededwas a reliable internet connection, we required virtually notraining with the new assessments. We are reasonablycomputer literate and just had to log in and start.”

“The support in setting-up the online system has been veryefficient, together with the ongoing support, which has beensuperb.The results have always been available withinminutes of the assessments being completed,” he says.

“The electronic assessments are forYears 3 – 8 and while itcan be a busy time for me in organising the process, wesave so much staff time as we are not wasting valuablehours marking papers.”

Instant reportingOnce a test has been completed by a pupil, test scores anddetailed diagnostic reports are delivered instantly, enablingteachers at Handcross Park to evaluate pupils’ needsimmediately.

At the beginning of the academic year, Handcross Park usesthe PIE, PIM and SRS tests to provide a comparison ofStandardised Age Scores within the class, year group andnationally.

“We use these to inform target setting, teaching andlearning for the year ahead.Teachers particularly like theoption of producing a question-by-question analysis as itallows them to review individual and group progress, andthen embark on specific target setting,” Neil explains.

A ‘Value AddedTracking Chart’ is also used to view year-on-year progress of individual pupils, classes and year groups.

The school finds this very useful in monitoring the progressof individual pupils, together with displaying an overallpicture of the year group’s ability levels in Maths andEnglish.This is also used as a comparison across classeswithin year groups to evaluate teaching at the school.

In the summer term, the school uses CAT data to informteaching and learning based on comparisons within eachclass and year group. It is also used to obtain a usefulguideline for Key Stages 2–3 and GCSE predictors, and toascertain a comparison of boys and girls. For example, thedata can enable teachers to see if girls are out performingboys in numeracy, or whether a particular group of childrenare struggling with a specific area in English.

“All of these tests arm our teachers with knowledge aboutour pupils’ levels of understanding across the curriculum,enabling them to take into account specific areas of learningduring lessons”, Neil explains.

“We can tailor lessons accordingly and take into accountspecific areas of learning during lessons, so that each pupilwill gain the maximum benefit.The whole process isworking extremely well and the online element ensures thatour time is given to supporting pupils rather than given tounnecessary paperwork.”

March 2009

“We immediately noticed a huge differencein the time it took to analyse results –online assessment provides results withinminutes and saves a great deal of timeinvolved in marking written assessments.”

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GLA157

GL Assessment, Chiswick Centre, 414 Chiswick High Road, London, W4 5TF Phone: 0845 602 1937 Fax: +44 (0) 20 8742 8767 www.gl-assessment.co.uk

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