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1
Progress in English (PiE) Digital
www.gl-assessment.co.uk/piedigital
sample reports
Includes
new enhanced
reporting
2
SAMPLE REPORTS PAGE
Progress in English 11 Group Report - Explanation of the Progress in English report 3
Progress in English 11 Group Report - Pupil Listing ordered by Standard Age Score 5
Progress in English 11 Group Report - Group and National Comparison - Mean Score table 6
Progress in English 11 Group Report - Group and National Comparison - Mean Standard Age Score graph 7
Progress in English 11 Group Report - Group and National Comparison - Lexile Score distribution 8
Progress in English 11 Group Report - Group and National Comparison - Standard Age Score distribution 9
Progress in English 11 Group Report - Analysis by Process and Curriculum Content categories graph 10
Progress in English 11 Group Report - Question by Question graph 11
Progress in English 11 Group Report - Question by Question listing - ordered by National Percent correct 12
Progress in English 11 Group Report - Question by Question listing - ordered by Group-National difference 13
Lexile Letter Home - Analysis by Process and Curriculum Content categories table 14
Progress in English Lexile Letter Home - Lexile Measure letter 15
Progress in English Lexile Letter Home - Suggested Reading List 16
Progress in English Year On Year Comparisons - Explanation of Progress in English Year On Year Comparisons report 17
Progress in English Year On Year Comparisons - Comparison of Group Scores - Mean score table 19
Progress in English Year On Year Comparisons - Comparison of Group Scores - Mean Standard Age Score graph 20
Progress in English Year On Year Comparisons - Progress Chart 21
Progress in English Year On Year Comparisons - Summary Table 22
Progress in English Year On Year Comparisons - Pupil Listing ordered by Surname 23
APP Mapping Grid 24
APP Mapping Grid 25
Case Study - Online testing in Leicestershire 26
Case Study - Online testing at Handcross Park Independent Prep School 27
Contents
Progress in English (PiE) Digital
Progress in English Digital is an onscreen version of our most popular series of paper tests covering UK National Curricula and National Literacy Strategy content for the 7 – 11 age range. Designed to provide you with diagnostic information about your pupils’ ability in English, it is ideal for tracking progress and value-added and for settingappropriate targets.
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
NEW
NEW
NEW
NEW
NEW
NEW
NEW
NEW
3
Progress in English 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), Lexile measure, Stanine, NationalPercentile Rank, Group Rank, Raw Score and estimated National Curriculum Reading and Writing Levelsfor England, Wales and Northern Ireland. Some of the levels are split into three categories (C,B and A) withA denoting the highest category within a level. This section also shows student performance in the contentcategories of spelling, grammar, narrative reading comprehension, and non-narrative readingcomprehension.
The table shows the mean scores and the standard deviations for Standard Age Scores, Lexiles, and rawscores for each group of students. The first chart in this section show the average SAS scores for yourgroups with 80% confidence bands indicated by the horizontal lines. If the horizontal line on the meanStandard Age Score score chart overlaps the National "100" (average) line, the results for your group do notdiffer significantly from the National average.
The second chart shows the Lexile measure distribution displayed as a box and whisker plot for each groupof students. The graphic below shows an example for a group of students. This shows that 5% of studentshave Lexile measures below 100, 25% have measures below 200, 50% have measures below 350, 75%below 400 and 95% below 500. Half the students have measures within the box range which in this exampleis between 200 and 400.The table shows the mean scores and the standard deviations for Lexiles,standardised and raw scores for each group of students.
Progress inEnglish 11
Class/Group:A, B, C
Sample Group 28
Copyright © 2008 GL Assessment LimitedGL Assessment is part of the Granada Learning Group.
Lexile measure Distribution
GL Assessment, is part of the Granada Learning Group.
4
Progress in English Reports
School: Sample School Section:No. of students:Class/Group:
A, B, CSample Group 28
The first bar chart shows the percentage of students that fall within certain ranges of scores. The chartsallow you to compare the score distribution of your group with the National distributions. The second barchart shows the percentage success rates for each of the process areas for the class/group against theNational average. In some cases, the profile for the class may be above the National average, or below theNational average, in all process areas. In other cases, the results may reveal strengths in one particularprocess area, but a relative weakness in another.
Section B - Comparison of Group and National Scores cont.
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
Copyright © 2008 GL Assessment LimitedGL Assessment is part of the Granada Learning Group.GL Assessment, is part of the Granada Learning Group.
5
Section A: Progress in English 11 - Student ListingSample School Sample Group School: Group: No. Students 28
Name of Student RawScore
Percentage Correct - CurriculumContent Categories****
SP G RN RNN
Stanine NationalPercentile
Rank
Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score
LexileScore*
GroupRank**
EnglishLevel***
R:W
Age at test(yrs:mnths)
Sanjay Rooprai 37 100 70 100 1008 94124 1155 1 5a : 5c 9:06 Robert Robinson 37 100 100 100 638 94124 1140 1 5a : 5c 9:06 Maureen Kennedy 35 100 60 100 888 91120 1155 3 5b : 4a 9:06 Sandeep Sharma 35 100 60 100 888 91120 1155 3 5b : 4a 9:06 Susan Bush 34 100 70 100 637 89118 1140 5 5b : 4a 9:06 Tim Vincent 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Jackie Murdie 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Richard Mathews 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Nancy Roberts 28 100 30 100 386 72109 1020 9 4a : 4b 9:07 Kareena Khan 28 100 40 100 256 72109 975 9 4a : 4b 9:07 Mandeep Singh 27 100 30 100 256 70108 975 11 4a : 4b 9:07 Mary Aransiola 27 100 30 100 256 70108 975 11 4a : 4b 9:07 Tim Chung 27 100 50 100 06 70108 890 11 4a : 4b 9:07 Tom Albright 26 100 40 100 06 66106 890 14 4a : 4c 9:07 Nick Watt 23 100 10 100 05 58103 890 15 4b : 4c 9:07 Peter Watt 22 100 20 83 05 55102 815 16 4b : 4c 9:07 Florence Nash 21 100 10 83 05 53101 815 17 4b : 4c 9:07 Rosaline Nash 20 90 0 92 05 4899 850 18 4c : 3a 9:07 Dominic Browne 20 100 10 75 05 4899 775 18 4c : 3a 9:07 Adrian Fowler 20 100 0 83 05 4899 815 18 4c : 3a 9:07 Rita Tucker 12 80 0 33 04 2891 555 21 3 : 3b 9:07 Neil Dawes 12 70 0 42 04 2891 605 21 3 : 3b 9:07 Daniel Browne 12 50 0 58 04 2891 695 21 3 : 3b 9:07 David Smith 11 50 0 50 04 2690 655 24 3 : 3c 9:07 Nita Moss 11 50 0 50 04 2690 655 24 3 : 3c 9:07 Rob Reagan 4 30 0 8 02 980 265 26 3 : 2 9:07 Sarah Ling 3 10 0 17 02 677 405 27 3 : 2 9:07 Nathan Gill 1 0 0 8 01 269 265 28 3 : 2 9:07
****Curriculum Content Categories: SP = Spelling G = Grammar RN = Reading - Narrative RNN = Reading - Non Narrative
*Lexile measure BR = Beginning Reader **Group Rank based on Standard Age Score ***Estimate of current National Curriculum (R)eading and (W)riting levels (England, Wales and Nothern Ireland).
10:0610:0610:0610:06 10:0610:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07
6
Section B: Progress in English 11 - Group and N
ational Com
parisonSam
ple SchoolSam
ple Group
School:G
roup:N
o. Students28
Com
parison of Male and Fem
ale Scores
Num
ber ofStudents
Standard Age Scores
Mean Score
StandardD
eviationM
alesFem
alesAll Students
161228
Raw
Scores
Mean Score
StandardD
eviation23.021.322.3
9.512.110.5
103.8100.9102.6
12.116.514.0
Lexile measures
Mean Score
StandardD
eviation851.6830.4842.5
224.6300.3254.7
Com
parison of Ethnic Group Scores
Ethnic Group
Num
ber ofStudents
Standard Age Scores
Mean Score
StandardD
eviation
Raw
Scores
Mean Score
StandardD
eviation
Lexile measures
Mean Score
StandardD
eviation9
27.610.1
109.313.7
Asian957.8
233.47
21.19.7
99.714.5
Black British812.1
262.612
18.910.4
99.213.1
White
773.8255.8
Com
parison of Free School Meals category score
Free School Meals
Num
ber ofStudents
Standard Age Scores
Mean Score
StandardD
eviation
Raw
Scores
Mean Score
StandardD
eviation
Lexile Scores
Mean Score
StandardD
eviation24
25.18.1
106.510.4
No
920.8169.9
45.0
4.879.3
9.1Yes
372.5138.4
Com
parison of Special Educational Needs category score
Special EducationN
umber of
Students
Standard Age Scores
Mean Score
StandardD
eviation
Raw
Scores
Mean Score
StandardD
eviation
Lexile Scores
Mean Score
StandardD
eviation25
24.68.4
105.810.6
None
906.2181.7
32.7
1.575.3
5.7School Action
311.780.8
Com
parison of Custom
1 category score
Custom
Num
ber ofStudents
Standard Age Scores
Mean Score
StandardD
eviation
Raw
Scores
Mean Score
StandardD
eviation
Lexile Scores
Mean Score
StandardD
eviation3
2.71.5
75.35.7
EAL311.7
80.825
24.68.4
105.810.6
None
906.2181.7
Com
parison of Custom
2 category score
Custom
Num
ber ofStudents
Standard Age Scores
Mean Score
StandardD
eviation
Raw
Scores
Mean Score
StandardD
eviation
Lexile Scores
Mean Score
StandardD
eviation28
22.310.5
102.614.0
Not know
n842.5
254.7
© G
L Assessment 2008
7
Section B
: Progress in E
nglish 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
8
Section B
: Progress in E
nglish 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
9
Section B: Progress in English 11 - Group and National ComparisonSample School Sample GroupSchool: Group: No. Students 28
0%
0%
0%
13%
14%
17%
19%
14%
8%
19%
21%
25%
25%
21%
17%
19%
18%
17%
0%
0%
0%
6%
7%
8%
0%
4%
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
Standard Age Score
Stanine
Page 7 03-Jun-2009© GL Assessment 2008
10
Section B
: Progress in E
nglish 11 - Analysis by P
rocess Area
Sam
ple School
Sam
ple Group
School:
Group:
No. S
tudents28
© G
L Assessm
ent 2008
11
Section C: Progress in English 11 - Question by Question GraphSample School Sample GroupSchool: Group: No. Students 28
Page 9 03-Jun-2009© GL Assessment 2008
12
Section C: Progress in English 11 - Q
uestion by Question Listing
Sample School
Sample G
roupSchool:
Group:
No. Students
28
Question
Num
berC
ategory*C
ategory**Q
uestion Content
Group
Questions sorted by N
ational Percentage Correct
National
Group -
National
Difference
3.01-1100
RN
RW
hat was G
areth thinking about as he was searching?
8416
3.11-157
RN
ATW
hat type of story is Gareth's D
iscovery?83
-264.04-1
18R
NN
SIW
hich of these objects is likely to survive longest?76
-584.01-1
43R
NN
RW
hat was invented about 5000 years ago?
76-33
3.08-171
RN
CI
In the cave, why did G
areth forget about the rain andfloods?
74-3
4.08-14
RN
NC
IW
hich section of the text tells you why som
e objects arem
ore likely to survive?73
-69
3.02-193
RN
SIW
hy did Gareth w
onder if any old buildings would be
uncovered by the rain and floods?73
20
1.08-175
SPSP
Sam m
anaged to take lots of (photographs) of theParthenon
732
1.07-179
SPSP
(although) Athens was crow
ded with tourists,
736
4.07-111
RN
NAT
What is the purpose of the sub-headings in this article?
72-61
3.04-189
RN
RW
hich two things did G
areth use to scrape away the earth?
7217
2.04-139
GP
by (touching manipulating) and exploring
72-33
3.05-186
RN
ATW
hy does the author use three dots in the middle of this
sentence?69
17
1.01-196
SPSP
It was Sam
's first trip abroad and he was very (excited)
6927
2.03-150
GC
The museum
's (aims) is to provide
68-18
1.05-189
SPSP
Sam and his fam
ily were all (im
pressed)68
21
4.06-111
RN
NC
IW
hat does the Excavating Sites section tell you aboutarchaeology?
67-56
4.03-132
RN
NSI
Which type of archaeological evidence w
ould a human
bone provide?67
-35
3.03-189
RN
CI
Why did G
areth not seem to be every bit the sheep
farmer's son?
6623
4.05-118
RN
NSI
Why are ecofacts likely to survive longer in desert sites?
65-47
4.02-143
RN
NSI
Why are archaeologists like other social scientists?
63-20
1.03-193
SPSP
Sam and his fam
ily visited the Parthenon, a (beautiful),ancient G
reek temple
6231
2.01-164
GP
the Children's D
iscovery (Museum
) the best place to learn60
43.10-1
68R
NSI
Why did G
areth push the lamb through the gap?
599
2.10-14
GC
(were) fun and learning go hand in hand.
59-55
3.06-182
RN
SIW
hy did Gareth look anxiously at the cave entrance?
5725
1.06-179
SPSP
by its size and (height).56
233.07-1
75R
NR
What did G
areth think had made dents in the cave w
alls?55
202.07-1
11G
C(w
ould) give you any information you need.
54-43
3.09-171
RN
RW
here did Gareth find the coins?
5219
2.08-14
GP
There will also be (assistant's) to help you
52-48
1.09-171
SPSP
and of the (magnificent) sunset.
5021
2.05-132
GC
You will be am
azed by our exhibition galleries, (who) offer
attractive activities47
-15
2.09-14
GC
make your ow
n helicopter, (use) folded paper and a paperclip.
45-41
1.02-193
SPSP
as it was his first tim
e in an (aeroplane)45
482.06-1
18G
CThe guides, w
ho (regular) take visitors around the museum
43-25
3.12-154
RN
CI
Which of these w
ould be best as a different title?41
131.10-1
68SP
SPSam
felt it was a w
onderful (experience) for him41
27
© G
L Assessment 2008
*Curriculum
Content C
ategories: SP = Spelling G = G
ramm
ar RN
= Reading - N
arrative RN
N = R
eading - Non N
arrative
**Process Categories: SP = Spelling P = Punctuation C
= Consistency SI = Sim
ple Inference R = R
etrieval AT = Authorial Techniques
GL A
ssessment 2008
13
Section C: Progress in English 11 - Q
uestions Listing by Group-N
ational Difference
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
1.04-189
SPSP
The Parthenon is built (entirely) of white m
arble36
531.02-1
93SP
SPas it w
as his first time in an (aeroplane)
4548
1.03-193
SPSP
Sam and his fam
ily visited the Parthenon, a (beautiful),ancient G
reek temple
6231
1.01-196
SPSP
It was Sam
's first trip abroad and he was very (excited)
6927
1.10-168
SPSP
Sam felt it w
as a wonderful (experience) for him
4127
3.06-182
RN
SIW
hy did Gareth look anxiously at the cave entrance?
5725
3.03-189
RN
CI
Why did G
areth not seem to be every bit the sheep
farmer's son?
6623
2.02-154
GP
discover something new
(today)30
241.06-1
79SP
SPby its size and (height).
5623
1.09-171
SPSP
and of the (magnificent) sunset.
5021
1.05-189
SPSP
Sam and his fam
ily were all (im
pressed)68
213.07-1
75R
NR
What did G
areth think had made dents in the cave w
alls?55
20
3.02-193
RN
SIW
hy did Gareth w
onder if any old buildings would be
uncovered by the rain and floods?73
20
3.09-171
RN
RW
here did Gareth find the coins?
5219
3.04-189
RN
RW
hich two things did G
areth use to scrape away the earth?
7217
3.05-186
RN
ATW
hy does the author use three dots in the middle of this
sentence?69
17
3.01-1100
RN
RW
hat was G
areth thinking about as he was searching?
8416
3.12-154
RN
CI
Which of these w
ould be best as a different title?41
133.10-1
68R
NSI
Why did G
areth push the lamb through the gap?
599
1.07-179
SPSP
(although) Athens was crow
ded with tourists,
736
2.01-164
GP
the Children's D
iscovery (Museum
) the best place to learn60
4
1.08-175
SPSP
Sam m
anaged to take lots of (photographs) of theParthenon
732
3.08-171
RN
CI
In the cave, why did G
areth forget about the rain andfloods?
74-3
2.05-132
GC
You will be am
azed by our exhibition galleries, (who) offer
attractive activities47
-15
2.03-150
GC
The museum
's (aims) is to provide
68-18
4.02-143
RN
NSI
Why are archaeologists like other social scientists?
63-20
3.11-157
RN
ATW
hat type of story is Gareth's D
iscovery?83
-262.06-1
18G
CThe guides, w
ho (regular) take visitors around the museum
43-25
2.04-139
GP
by (touching manipulating) and exploring
72-33
4.01-143
RN
NR
What w
as invented about 5000 years ago?76
-33
4.03-132
RN
NSI
Which type of archaeological evidence w
ould a human
bone provide?67
-35
2.09-14
GC
make your ow
n helicopter, (use) folded paper and a paperclip.
45-41
2.07-111
GC
(would) give you any inform
ation you need.54
-434.05-1
18R
NN
SIW
hy are ecofacts likely to survive longer in desert sites?65
-472.08-1
4G
PThere w
ill also be (assistant's) to help you52
-482.10-1
4G
C(w
ere) fun and learning go hand in hand.59
-55
4.06-111
RN
NC
IW
hat does the Excavating Sites section tell you aboutarchaeology?
67-56
4.04-118
RN
NSI
Which of these objects is likely to survive longest?
76-58
4.07-111
RN
NAT
What is the purpose of the sub-headings in this article?
72-61
© G
L Assessment 2008
*Curriculum
Content C
ategories: SP = Spelling G = G
ramm
ar RN
= Reading - N
arrative RN
N = R
eading - Non N
arrative
**Process Categories: SP = Spelling P = Punctuation C
= Consistency SI = Sim
ple Inference R = R
etrieval AT = Authorial Techniques
GL A
ssessment 2008
14
Section C: Progress in English 11 - Score breakdow
nSam
ple SchoolSam
ple Group
School:G
roup:N
o. Students28
Num
ber of Marks
Category C
odeC
ategory Area
Group %
**Score Breakdow
n by Process Categories
National %
Difference
SpellingSP
1083
5726
PunctuationP
440
54-14
Consistency
C6
2053
-33 Sim
ple InferenceSI
751
66-15
Com
plex InferenceC
I5
4664
-18 R
etrievalR
576
688
Authorial TechniquesAT
351
75-24
Num
ber of Marks
Category C
odeC
ategory Area
Group %
*Score breakdown by C
urriculum C
ontent Categories
National %
Difference
SpellingSP
1083
5726
Gram
mar
G10
2853
-25 R
eading - Narrative
RN
1278
6513
Reading - N
on Narrative
RN
N8
2270
-48
© G
L Assessment 2008
15
Dear Parent or G
uardian,
Your child recently completed an assessm
ent to measure his or her progress in English, including reading.
As you know, reading is im
portant for all children as a means of fulfilling their potential at school, and as a
source of personal satisfaction. How
well a child understands w
hat he or she is reading can be measured in a
variety of ways. W
e use a measure called a Lexile™
, which places both the reader and reading m
aterials on acom
mon scale. Your child achieved a Lexile m
easure of 230L.
Lexile measures enable you to play an active role in im
proving your child’s reading attainment. O
ne of thereasons w
e use Lexile measures is because they help both the school and parents or guardians to select books
that are right for a child. The books will challenge his or her reading skills, but w
ill not be so difficult that thechild becom
es frustrated. The first step in getting a child to read enthusiastically is to find subjects they areinterested in. Please find on the back of this note a reading list specifically designed to suggest books indifferent subject areas that should be appropriate for your child’s reading level and interests.
Sample School
Rob R
eagan's Lexile Measure: 230L
We hope you find this list useful and are able to encourage your child to try one or tw
o of the books on the list.You can also search for additional titles by going to the Lexile w
ebsite at ww
w.im
provemyreading.co.uk and
clicking on Lexile Tools. Choose the Find a B
ook option and then enter your child’s Lexile measure and
subjects of interest when prom
pted and a new reading list w
ill appear straightaway on the screen. The w
ebsitealso includes useful inform
ation for parents and carers in the Lexile Measures &
You section.
Yours faithfully,
The Headteacher
Wednesday 03 June 2009
Sample School
PiE
Digital
automatically
creates letters to p
arents based
on letter tem
plates
similar to this one.
16
Suggested Reading List
Sample School
School:Student
Rob R
eaganC
lass/Group:
6X3D
ate of Report:
03 June 2009
Book TitleAuthor
Lexile Measure
Girl W
ho Wore Too M
uchM
argaret MacD
onald170L
Happy Thanksgiving, Biscuit! (Biscuit)
Alyssa Satin Capucilli
170L
Grow
, Tree, Grow
! (Hello R
eader!)Ellen D
reyer180L
Alphabet Riddles
Susan Joyce180L
PlaygroundsG
ail Gibbons
180L
Nappy H
air (Dragonfly Books)
Carolivia H
erron200L
Merry C
hristmas: Big H
ungry Bear!Audrey W
ood200L
The Field Mouse and the D
inosaur Nam
ed SueJan W
ahl200L
Wom
bat Goes W
alkaboutM
ichael Morpurgo
210L
The Perfect PetM
argie Palatini210L
The Biggest Horse I Ever D
id SeeSusan Arkin C
outure210L
Amanda Pig and the Aw
ful, Scary Monster (Easy-to-R
ead, Dial)
Jean Van Leeuwen
210L
Iktomi and the Berries: A Plains Indian Story (Iktom
i)G
oble, Paul220L
Who H
as Time for Little Bear?
Ursel Scheffler
220L
Head, Body, Legs: A Story from
LiberiaW
on-Ldy Paye, Margaret H
. Lippert220L
Little Bear Won'T G
o To Bed (Little Bear Collection)
Jutta Langreuter220L
Bear's Christm
as SurpriseElizabeth W
inthrop230L
Where D
o Balloons Go? An U
plifting Mystery
Jamie Lee C
urtis230L
Franklin's Trading Cards (Kids C
an Read: Franklin)
Sharon Jennings230L
No D
inner: The Story of the Old W
oman and the Pum
pkinJessica Souham
i230L
How
Do D
inosaurs Get W
ell Soon?Jane Yolen
230L
Benjamin M
cFadden and the Robot Babysitter
Timothy Bush
240L
If You Take a Mouse to the M
oviesLaura N
umeroff
240L
Dad and M
ePhilip D
owell, Adrian Bailey
240L
The Sick Day
Patricia Maclachlan
240L
Today I Feel Silly: And Other M
oods That Make M
y Day
Jamie Lee C
urtis250L
Color D
anceJonas, Ann
250L
I'm N
ot Your Friend! (Dinofours)
Steve Metzger
260L
One Lucky G
irlD
K Publishing, Irene Trivas, George
260L
Drip! D
rop!: How
Water G
ets to Your TapBarbara Seuling
260L
Woo! The N
ot-So-Scary Ghost
Ana Martin Larranaga
270L
ww
w.im
provemyreading.co.uk and 'Personalising reading w
ith Lexile measures' are trade m
arks of GL Assessm
ent Ltd.
MetaM
etrics™, the M
etaMetrics logo and tagline, Lexile™
, Lexile Framew
ork™, Lexile Analyzer™
, the Lexile logo, Quantile™
, Quantile Fram
ework™
and the Quantile logo are tradem
arks of MetaM
etrics, Inc., and are registered in the United States and abroad.
Please note that the Lexile measure of a book refers only to its text difficulty. As such, it is the ideal starting point in the book-selection process.
How
ever, it is important to rem
ember that m
any other factors affect the relationship between a reader and a book (e.g., parental view
s on what
constitutes age-appropriate material or the teacher's instructional aim
s). These should therefore also be considered when m
aking a decision aboutw
hich book to choose.
17
2727 28 Number of pupils
Progress in English ReportsSchool: Sample School Section:Class/Group:
A, B, CSample Group
Progress in EnglishYear On YearComparisons
Section A - Comparison of Group ScoresThe table shows the mean Standard Age Scores (SAS) for each of the two Progress in English 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.Mean Lexile and Raw scores are also shown. Lexile measures enable teachers, parents and pupils toselect books that are targeted at a pupil’s individual ability. More details about Lexile measures are given athttp://www.improvemyreading.co.uk
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.
PiE 10 PiE 11 Completing both tests
SAS Score Distribution
5% 25% 50%75% 95%
70 80 90 100 110 120 13060 140
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.
18
Progress in English ReportsSchool: Sample School Section:Class/Group:
A, B, CSample Group
Progress in EnglishYear 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 is 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's 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. Thepupil’s Lexile measures based on each PiE test are also shown.
19
Numberof pupils
Comparison of Group Scores
School: Sample SchoolGroup: Sample Group Number of Pupils: 27
PIE Section A
Year on Year PiE
PiE 10 PiE 11 Difference PiE 10 PiE 11 PiE 10 PiE 11
Mean Standard Age Scores Mean Lexile Scores Mean Raw Scores
All Students
Gender
27Male 15 104.7 102.5 -2.3 682.7L 832.3L 21.2 22.1
Female 12 109.6 100.9 -8.7 739.2L 830.4L 22.6 21.2
106.9 101.8 -5.1 707.8L 831.5L 21.8 21.7
Ethnic GroupWhite 11 97.5 96.9 -0.6 609.1L 740.5L 16.7 17.3Asian 9 120.2 109.3 -10.9 815.6L 957.8L 28.4 27.6
Black British 7 104.4 99.7 -4.7 724.3L 812.1L 21.3 21.1
Free School MealsNo 23 111.4 105.7 -5.7 772.6L 911.3L 24.4 24.6
Yes 4 80.8 79.2 -1.5 335.0L 372.5L 6.8 5.0
Special EducationNone 24 110.5 105.1 -5.4 759.6L 896.5L 23.9 24.1
School Action 3 78.3 75.3 -3.0 293.3L 311.7L 5.3 2.7
Custom 1None 24 110.5 105.1 -5.4 759.6L 896.5L 23.9 24.1EAL 3 78.3 75.3 -3.0 293.3L 311.7L 5.3 2.7
Custom 2 Not known 27 106.9 101.8 -5.1 707.8L 831.5L 21.8 21.7
© 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.
20
Numberof pupils
Standard Age Score:Standard Age Score:
60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140
PiE 11PiE 10
130 130
Group Demographic Comparison Graphs
School: Sample SchoolGroup: Sample Group Number of Pupils: 27
PIE Section A
Year on Year PiE
All Students
Gender
27
Male 15
Female 12
Ethnic GroupWhite 11
Asian 9
Black British 7
Free School MealsNo 23
Yes 4
Special EducationNone 24
School Action 3
Custom 1None 24
EAL 3
Custom 2 Not known 27
© 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.
21
School: Sample SchoolGroup: Sample Group Number of Pupils: 27
PIE Progress Chart Section B
Year on Year PiE
(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:
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
School: Sample SchoolGroup: Sample Group Number of Pupils: 27
PIE Progress Chart Section B
Year on Year PiE
(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:
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
22
Summary Table
School: Sample SchoolGroup: Sample Group Number of Pupils: 27
PIE Section B
Year on Year PiE
Difference
Mean Standard Age Score Standard Deviation
Mean Standard Age Score Standard Deviation
Difference Between Mean Scores
106.919.1
101.813.6
-5.1
PiE 10
PiE 11
27The above table is based on students completing both tests
Group National
%%Number ofpupils
ProgressCategory
Lower
As Expected
Upper
Total
5
21
1
27
19%
78%
4%
100%
15%
70%
15%
100%
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
23
Pupil Listing Ordered by SurnamePIE Section C
School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 28
Year On Year PiE
Forename Date of Birth SAS Score SAS ScoreDifference inSAS Scores
ProgressCategory
PiE 11PiE 10Surname Lexile Measure Lexile Measure
PiE 11PiE 10
Tom -911522/10/1999 106 As Expected Albright 770L 890L Mary -611416/10/1999 108 As Expected Aransiola 860L 975L Daniel -29306/10/1999 91 As Expected Browne 600L 695L Dominic 19814/10/1999 99 As Expected Browne 645L 775L Susan -2314125/10/1999 118 Lower Bush 1060L 1140L Tim -1011823/10/1999 108 As Expected Chung 815L 890L Neil -29302/10/1999 91 As Expected Dawes 600L 605L Adrian -510413/10/1999 99 As Expected Fowler 685L 815L Nathan -128115/10/1999 69 Lower Gill 400L 265L Maureen -1713727/10/1999 120 Lower Kennedy 970L 1155L Kareena -1112021/10/1999 109 As Expected Khan 860L 975L Sarah -17824/10/1999 77 As Expected Ling 240L 405L Richard -611819/10/1999 112 As Expected Mathews 815L 1020L Nita -29204/10/1999 90 As Expected Moss 600L 655L Jackie 169610/10/1999 112 Upper Murdie 645L 1020L Florence 010111/10/1999 101 As Expected Nash 725L 815L Rosaline -510408/10/1999 99 As Expected Nash 685L 850L Rob 47605/10/1999 80 As Expected Reagan 240L 265L Nancy -911817/10/1999 109 As Expected Roberts 970L 1020L Robert n/a26/10/1999 124 Robinson 1140L Sanjay -1714129/10/1999 124 Lower Rooprai 1060L 1155L Sandeep -2114128/10/1999 120 Lower Sharma 1040L 1155L Mandeep -611420/10/1999 108 As Expected Singh 770L 975L David 28803/10/1999 90 As Expected Smith 400L 655L Rita 38807/10/1999 91 As Expected Tucker 460L 555L Tim -812018/10/1999 112 As Expected Vincent 910L 1020L Nick 210109/10/1999 103 As Expected Watt 685L 890L Peter 69612/10/1999 102 As Expected Watt 600L 815L
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
24
Question AF2 AF3 AF4 AF5 AF6 AF7 Correct response Assessment Focus Description
Exercise 3
1 What was Gareth thinking about as he was searching? 1 archaeology AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.
2 Why did Gareth wonder if any old buildings would be 1 He was interested in AF3 / L3: straightforward inference based on a single point of reference in theuncovered by the rain and floods? old things. text, e.g. he was upset because it says ‘he was crying’.
3 Why did Gareth not seem to be every bit the sheep 1 because he was thinking AF3 / L3: straightforward inference based on a single point of reference in thefarmer’s son? about archaeology text, e.g. he was upset because it says ‘he was crying’.
4 Which two things did Gareth use to scrape away 1 hands and rock AF2 / L3: simple most obvious points identified though there may also be somethe earth? misunderstanding, e.g. about information from different places in the text.
5 he gave a good shove at the last big chunk which was 1 to increase the tension AF5 / L5: various features of writer’s use of language identified, with somein the way … and fell headlong into a small cave on top explanation, e.g. ‘when it gets to the climax they speak in short sentences andof the ewe. Why does the author use three dots (…) in quickly which makes it more tense’.the middle of this sentence?
6 Why did Gareth look anxiously at the cave-opening? 1 He was worried he AF3 / L3: straightforward inference based on a single point of reference in themight not be able to text, e.g. he was upset because it says ‘he was crying’.get out.
7 What did Gareth think had made dents in the cave walls? 1 a pick AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.
8 In the cave, why did Gareth forget about the rain 1 because he realised the AF3 / L3: straightforward inference based on a single point of reference in theand floods? cave was very old text, e.g. he was upset because it says ‘he was crying’.
9 Where did Gareth find the coins? 1 in a pot AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.
10 Why did Gareth push the lamb through the gap? 1 to attract his dad’s AF3 / L3: straightforward inference based on a single point of reference in theattention text, e.g. he was upset because it says ‘he was crying’.
11 What type of story is Gareth’s Discovery? 1 adventure AF7 / L4: features common to different texts or versions of the same textidentified, with simple comment, e.g. characters, settings, presentationalfeatures.
12 Which of these would be best as a different title for 1 Flood Find AF3 / L4: comments make inferences based on evidence from different pointsGareth’s Discovery? in the text, e.g. interpreting a character’s motive from their actions at different
point.
Exercise 4
1 What was invented about 5000 years ago? 1 writing AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.
2 Why are archaeologists like other social scientists? 1 how cultures develop AF3 / L3: straightforward inference based on a single point of reference in theThey are interested in ... text, e.g. he was upset because it says ‘he was crying’.
3 Which type of archaeological evidence do you think a 1 ecofact AF3 / L3: straightforward inference based on a single point of reference in thehuman bone would provide? text, e.g. he was upset because it says ‘he was crying’.
Progress in English 11Short Form – Reading Comprehension (Exercise 3 & 4)
Continued....
GLP309.artwork:Layout 1 25/8/09 15:57 Page 4
25
Question AF2 AF3 AF4 AF5 AF6 AF7 Correct response Assessment Focus Description
Exercise 4 ... continued
4 Which of these objects is likely to survive the longest? 1 glass AF3 / L3: straightforward inference based on a single point of reference in thetext, e.g. he was upset because it says ‘he was crying’.
5 Why are ecofacts likely to survive longer in desert sites? 1 because there is less AF3 / L3: straightforward inference based on a single point of reference in themoisture in the soil text, e.g. he was upset because it says ‘he was crying’.
6 What does the Excavating Sites section tell you about 1 the stages of gathering AF3 / L4: comments make inferences based on evidence from different pointsarchaeology? evidence in the text, e.g. interpreting a character’s motive from their actions at different
point.
7 What is the purpose of the sub-headings in this article? 1 They tell you what each AF4 / L4: some basic features of organisation at text level identified, e.g. ‘thesection will be about. writer uses bullet points for the main reasons.’
8 Which section of the text tells you why some objects 1 Types of Evidence AF3 / L3: straightforward inference based on a single point of reference in theare more likely to survive? text, e.g. he was upset because it says ‘he was crying’.
Progress in English 11 ... continuedShort Form – Reading Comprehension (Exercise 3 & 4)
Progress in English 11Short Form – Spelling and Punctuation (Exercise 1 & 2)
target word AF8 level
Exercise 1
1 excited 5
2 aeroplane 4
3 beautiful 3
4 entirely 4
5 impressed 4
6 height 5
7 although 4
8 photographs 4
9 magnificent 5
10 experience 5
correct response AF6 level
Exercise 2
1 comma after Museum 4
2 question mark after today 3
3 aim 3
4 comma after touching 2
5 which 3
6 regularly 3
7 will 3
8 assistants 3
9 using 3
10 where 3
GLP309.artwork:Layout 1 25/8/09 15:57 Page 5
26
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
27
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.”
GLP309.artwork:Layout 1 25/8/09 15:57 Page 1
GLA158
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
Contact your local consultant for further information