Teacher Guide - gl-assessment.co.uk · 2.3 Pupils 13 2.3.1 Assessing pupils with SEND 13 2.4 The...

www.gl- assessment.co.uk/baseline

Approvedby the

DfE

GLP1009.Baseline_SR_Layout 1 02/03/2015 17:52

Teacher Guide

www.gl- assessment.co.uk/baseline

Approvedby the

DfE

GLP1009.Baseline_SR_Layout 1 02/03/2015 17:52 Page 1

T: +44 (0)330 123 5375 E: [email protected] www.gl-assessment.co.uk/baseline

Teacher Guide

Contents

1 Guidance and information for teachers 2

1.1 Introduction and overview 2

1.2 Language and Communication 2

1.3 Literacy 3

1.4 Mathematics 3

1.5 Baseline and EYFS goals 4

1.5.1 Language and communication 61.5.2 Literacy 71.5.3 Mathematics 71.5.4 Baseline and Development Matters 8

2 Administration instructions 10

2.1 Creating the Baseline register 10

2.2 Assessment material 13

2.3 Pupils 13

2.3.1 Assessing pupils with SEND 13

2.4 The assessment environment 14

2.5 Technical setup 15

2.6 Administering the test 20

2.6.1 The assessments 202.6.2 Period for assessment 202.6.3 Administration guidance 202.6.4 Your role as administrator 222.6.5 Questions requiring administrator-pupil interaction 232.6.6 Marking 25

2.7 Baseline reports 27

2.8 Technical and customer support 27

Appendix A: Complete list of questions 28

Appendix B: Technical help 32

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1 GuidanceandinformationforteachersPlease read all this guidance thoroughly in advance of the assessment session.

1.1 Introduction and overview

Baseline comprises three parts which assess:

�� Language and Communication�� Literacy�� Mathematics

Outcomes from the assessment will be complementary to teacher assessment and the interpretation of these assessment outcomes (contained in a series of reports) will provide teachers with quantitative and interpretive data that can be used alongside the continuous, observational assessments that are part of any Early Years setting.

The age of children in Reception1 may vary by as much as 11 months so all parts of the assessment are suitable for the youngest children in the cohort in that the items:

�� are picture based;�� assume that the children are not yet reading;�� offer, where appropriate, example or practice items.

This basis for the assessment is wholly consistent with ensuring that it is accessible to as many children as possible including those with Special Educational Needs and Disabilities (SEND).

In addition, administration is supported by the teacher or teaching assistant and can be delivered in up to three sessions totalling approximately 25 minutes.

1.2 Language and Communication

The Language and Communication component will assess:

�� Listening skills�� The capability to follow instructions�� Understanding questions�� Speaking�� Using talk to organise, sequence and clarify thinking

The language component provides a series of questions which exemplify different stages of language development. The age range covered is from 36 months to 72 months as it is well-established that children’s oral language levels often vary widely

1Baseline has been developed in response to the English government’s policy of assessing every child on entry to school. However, the assessment is suitable across the UK; in Scotland it may be used with children entering P1; in Northern Ireland with children entering Y1; in Wales with children entering Reception. International schools are most likely to use Baseline with children entering FS2.

3T: +44 (0)330 123 5375 E: [email protected] www.gl-assessment.co.uk/baseline

Teacher Guide

at the beginning of Reception. This range is appropriate to the children’s age and experience at the beginning of Reception, it will allow the majority of children to show how effectively they can express themselves and give appropriate responses.

Aspects of language assessed include use of the personal pronoun, personal possessive pronoun, sequencing, vocabulary, comparative language, connecting words, past tense, recognising the passive voice, and so on.

Within the assessment there are two scales: comprehension and expression; an important distinction as children’s ability in either may represent uneven development and identifying a delay in one or both at an early stage can inform teaching and intervention.

1.3 Literacy

The Literacy component will assess:

�� Phonic knowledge�� Phoneme awareness�� Segmentation of sounds in words

Literacy is comprised of two short measures of phoneme awareness (one each for phoneme deletion and phoneme isolation).

The measures of phoneme awareness are designed to identify any underlying difficulties pupils may be experiencing in acquiring phoneme awareness – an essential skill for reading acquisition. The two measures may be given to children who have not yet begun to read (as no reading is required) or to children who have begun to learn letter sounds and simple words. This makes these two measures particularly suitable for the beginning of Reception when some children will be just four years old. Together these measures can offer an indication of potential difficulty for a pupil in developing phonic reading skills.

1.4 Mathematics

The Mathematics component will assess:

�� Maths concepts (more, less)�� 2D shapes�� Number recognition�� Sequencing�� Counting�� Size�� Ordinal language

The Mathematics component measures emerging number skills through items which can be mapped to the number system, number relationships and problem solving, with questions probing knowledge of shape and measures. No reading is required in

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any questions and, because these questions are extracted from a pool of existing, relevant assessment items, they have been proven to be age appropriate and to offer a wide range of pupil accessibility.

Because the children are very young this measure is short: responses to individual questions should be taken together, although some diagnostic information can be derived by looking at groups of questions that relate to different aspects of mathematics.

Concept Question number

Number relationships 2, 3

Number system and place value 5, 6, 14

Solving numerical problems 7, 8, 9, 11, 13

Measure 1, 10, 12

Shape 4, 15, 16

The questions can be analysed by four additional categories:

Concept Question number

Knowing facts and procedures 2, 3, 5, 6, 12, 15, 16

Using concepts 1, 4, 10, 14

Solving routine problems 7, 9, 13

Reasoning 8, 11

Please refer to appendix A for a detailed list of questions in order of their appearance.

Overall the Baseline assessment allows the teacher to gain insights into much more than early literacy, language and number development. For example, it enables the teacher to find out the degree to which the child understands concepts, whether he or she may have hearing or speech difficulties, his or her level of concentration, and his or her ability to follow simple and more complex instructions.

1.5 Baseline and EYFS goals

The assessment will allow children to demonstrate their progress towards achieving the Early Years Foundation Stage (EYFS) goals including but not limited to:

�� Literacy: children use phonic knowledge to decode regular words and read them aloud accurately; �� Listening and attention: children listen attentively in a range of situations; �� Understanding: children follow instructions involving several ideas or actions; they answer how and why questions about their experiences and in response to stories


Teacher Guide

or events;�� Speaking: children use past, present and future forms accurately; they develop their own narratives and explanations by connecting ideas or events; �� Mathematics: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or less than a given number; using quantities and objects, they add and subtract two single digit numbers and count on or back to find the answer; children use everyday language to talk about size, weight, capacity, position, distance, time and money.

Baseline will form a secure starting point for the Primary phase and allow progress to be tracked to the end of Year 6.

The table below states how the areas of content link to the EYFS learning and development goals, which should be achieved by children at the end of their Reception year; and the progression of these areas of content into learning and development targets for the end of Year 1.

BaselineatthebeginningofReception

EYFSGoalsfortheendofReception

TargetsforKeyStage1attheendofYear1

Language and Communication component items assessing knowledge of:

�� Personal pronouns�� Sequencing actions or events�� Comparative language�� Understanding everyday acts or events�� Recognising feelings�� Connective words�� Positional terms�� Past tense�� Future tense

Measured on two scales: expression and comprehension.

Language and Communication

(speaking/listening)

�� Use talk to organise, sequence and clarify thinking, ideas, feelings and events�� Extend their vocabulary�� Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions

Literacy: Speaking/listening

The new National Curriculum sets out requirements for spoken language for Y1 to Y6. Those linked to Baseline are:

�� Listening attentively and responding appropriately�� Giving well-structured descriptions and explanations�� Using spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas �� Listening and responding appropriately to adults and peers

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Literacy component

�� Phoneme deletion – component words, initial and final sounds�� Phoneme isolation – initial and final sounds

Literacy (word recognition)

�� Explore and experiment with sounds, words and text�� Link sounds to letters, reading simple words by sounding out and blending the phonemes

Literacy (word reading)

�� Apply phonic knowledge and skills to decode words�� Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes,�� Read accurately by blending sounds in unfamiliar words containing Grapheme Phoneme Correspondence (GPC) that have been learned

(spelling)

�� Spell words containing each of the 40+ phonemes

Mathematics component

�� Language for maths (‘most’, ‘short’, ‘tall’, big’)�� Matching numbers/pairs of objects�� Missing numbers (1 to 10)�� Counting (to 5, 7 and 8)�� Subtracting objects�� Identify shapes (circle and triangle)�� Telling the time

Mathematics

�� Say numbers 1 to 20�� Count up to 20, use words to compare�� Count how many are left when some objects are taken away�� Name shapes such as circle, square, etc.

Mathematics

�� Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number �� Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens �� Given a number, identify one more and one less �� Compare, describe and solve practical problems for: �� lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half);

�� tell the time to the hour and half past the hour;

�� recognise and name common 2D and 3D shapes.

1.5.1 Language and communication

Baseline assesses expression and comprehension, both of which underpin the EYFS communication and language goals and the broader spoken language requirements of the National Curriculum. Reception children will learn to express themselves clearly,


Teacher Guide

to talk about their thoughts and ideas; and describe events clearly and in sequence. Extending vocabulary will be vital in the development of oral language, reading and writing.

Baseline will show the teacher how well each pupil can understand and put into words simple scenarios based on actions and emotions; specific vocabulary and grammatical conventions are tested. Each question exemplifies an aspect of language which children should have in order to be able to access the EYFS and the National Curriculum in Year 1. An early indication of poor language will help the teacher intervene – if necessary, intensively – to help children improve their spoken language.

1.5.2 Literacy

Baseline assumes that children have not begun formal instruction in phonics and that they are non-readers.

Testing the ability to isolate components of words or sounds within a word and to identify initial and final sounds in words are well-established as reliable ways of assessing children’s phoneme awareness. No reading is required and performance can be indicative of success acquiring phonic knowledge and thereby word reading. This early indication of potential difficulty will be easy to track as the children begin more formal instruction in phonics.

By administering Baseline teachers will have an immediate measure of children’s levels of phoneme awareness. Children with average or above performance can be expected to make good progress; children with below average or poor performance will need support early to accelerate progress. By the end of Year 1 children will be expected to apply their phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words, to be able to decode more challenging texts (again using acquired phonic knowledge and skills) and to automatically recognise high frequency words. So the acquisition of phonics is vital to children reaching the expected outcomes at the end of Year 1.

1.5.3 Mathematics

In mathematics children will spend a great deal of time working with numbers and Baseline focuses on early number skills. At this age the importance of oral language is key: children will need to learn an array of new words on a daily basis to be able to access the curriculum. A numeracy baseline which, alongside the language assessment, will give an indication of children’s readiness to work with new, subject-specific vocabulary, it will help the teacher assess each child’s language acquisition and therefore their readiness to learn new things.

Counting, simple object-based addition and subtraction, early maths concepts and vocabulary combine to create a baseline for teaching and learning in the Reception year and into Y1, when children will be expected to count and recognise numbers, use appropriate language for maths, recognise shapes and eventually carry out simple calculations.

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1.5.4 Baseline and Development Matters

Baseline assesses skills and knowledge which underpin the EYFS goals and, if these are secure, will allow children to make good progress.

In terms of Development Matters, correlations will be possible between what is being assessed and bands 30 to 50 months and 40 to 60 months, although not exhaustively. The Language component maps to aspects of Speaking and Understanding and although each child will need to listen carefully throughout the assessment, aspects of Listening are not assessed as set out in Development Matters; however, the teacher will be able to carry out observational assessment of listening during the assessment process.

Mapping is predominantly to the 30 to 50 month band with cross over with the higher band, most notably in the Mathematics assessment. This is to be expected in a short assessment which includes pre-reading literacy skills, screens for language and assesses maths through pictures and objects rather than numbers and symbols.

At the time of writing, discussions with a range of providers have confirmed that the scale score will be accommodated in tracking and monitoring software used in schools to record information about pupils that can include not just developmental milestones but personal achievements inside and outside school. Baseline offers a first step to building data from standardised assessments that can be recorded and correlated with a school’s own data. This will develop over time and users of Baseline will be kept in touch with how standardised assessment data can be used as both stand-alone information and in tandem with teacher assessment against the EYFS.

Using Baseline to help you identify children with speech, language and communication difficulties

Speech, language and communication difficulties are common, but not always easy to spot in busy classrooms. Using Baseline to assess Reception pupils provides a valuable opportunity to begin to identify any children who may be struggling with their speech and language development and who may need their teacher to take a more detailed look at what they are finding difficult. Here are some important things for teaching staff to consider and look out for during Baseline.

The assessment tasks rely on a child being able to understand and respond to instructions given by an adult. The child needs to use their language and communication skills throughout the assessment and it’s therefore important to be aware that a child who struggles with any area of the assessment may have an underlying speech, language difficulty; incorrect responses during literacy and mathematics sections, as well as language and communication may actually indicate issues with speech and language. For example:

A number of early mathematics concepts are really language-based, so if a child is struggling with mathematics items focusing on concepts such as ‘big’, ‘most’, ‘tall’


Teacher Guide

and ‘short’ then it would be worth looking at their understanding of language concepts in more detail.

If a child is struggling with repeating nonsense words or isolating phonemes, this may indicate underlying or remaining difficulties with speech sounds. Some children with speech sound difficulties also find it difficult to isolate ‘first’ and ‘last’ sounds in words. It would be useful to check if they are making errors with their speech or have a history of speech difficulties which might be impacting on their ability to process and manipulate sounds that they hear.

If a child is struggling to respond, particularly to items with more information or longer instructions, this may suggest they have difficulties with attention and listening or understanding vocabulary, and perhaps struggle to process information. If they struggle in a structured one to one situation, they’ll find listening to and understanding information in a classroom particularly difficult.

Clearly, low scores within the Language and Communication section will raise concerns. It will be really useful, where possible, to think about the kinds of errors pupils are making and whether for example there are particular aspects that the child finds difficult or whether this is more generalised across different areas of language. This is really useful to support and examine in more detail – through observation or further assessment – in order to identify possible speech, language and communication needs.

Baseline allows teaching staff to gather a snapshot of a child’s speech, language and communication skills and helps to gain an initial picture of how a child is doing with these skills on an individual basis. During everyday observations you will also gather information about a wider range of speech, language and communication skills. For example:

�� Whether they can organise their language to talk about something that has already happened. �� Whether they use their language and communication skills to form friendships and play with their peers.�� Whether they understand and use the non-verbal communication skills, such as facial expressions, eye contact and gestures, you would expect for their age.

These are useful additional skills to be aware of in identifying children with speech, language and communication needs. If concerns arise either when using Baseline, or during more general observations of a child, the resources below are helpful in providing more information about the speech, language and communication skills expected for 4 and 5 year olds:

www.thecommunicationtrust.org.uk/resources/resources/resources-for-practitioners/universally-speaking/

www.talkingpoint.org.uk

If, following assessment, there are continuing concerns about a child’s speech, language and communication skills, raise concerns with colleagues and parents and begin discussions to ensure that suitable support can be put in place at the earliest

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possible time for the child.

2 Administrationinstructions

2.1 Creating the Baseline register

To make sure you get the best from Baseline here is some guidance on how to set up the register of pupils.

Figure 1 is an example of how pupil details should be uploaded to our digital system (Testwise) in order to maximise the analysis in the Baseline reports.

Mandatory fields are:

�� UPN (Unique Pupil Number) �� Forename�� Surname�� Password (created by you for either each individual pupil or group of pupils)�� Gender�� Date of Birth�� External Reference (which may be required by your LA)

If additional analysis is required the following optional fields can be used:

�� Year (group)�� Ethnicity�� Free School Meals/Pupil Premium Grant�� Special Educational Needs/SEND (Special Educational Needs and Disabilities)�� English as an Additional Language (EAL)

To get the best from the analysis it is strongly recommended that you limit the information as follows:

Year – include the year group for the individual pupil

Ethnic group – The categories below are based on those used by the Office of National Statistics and the DfE. You can use these detailed groupings or the broader groupings or tailor to suit your cohort as is shown in Figure 1 where children’s ethnicity is more precisely defined as Polish and Indian.

�� Asian or Asian British – Bangladeshi�� Asian or Asian British – Indian�� Asian or Asian British – Pakistani�� Asian or Asian British – other�� Black or Black British – African�� Black or Black British – Caribbean�� Black or Black British – other


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�� Chinese�� Gypsy/Roma�� Mixed – White and Asian�� Mixed – White and Black African�� Mixed – other�� Travellers of Irish Heritage�� White British�� White Irish�� White – other�� Any other ethnic group

Pupil Premium Grant – indicate ‘yes’ or ‘no’

EAL – indicate ‘yes’ or ‘no’

SEND – indicate ‘yes’ or ‘no’

There are two further categories, Custom 1 and Custom 2, which you can customise according to your requirements. In Figure 1 we have used these to record whether the pupil has a sibling in school and their feeder nursery.

Our program is case sensitive so it is very important that information is recorded consistently. For example, should you type ‘White’ for some pupils and ‘white’ for others this will create two categories for analysis.

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2.2 Assessment material

All assessment questions are delivered via tablet devices. You will need:

�� A tablet for the pupil�� A tablet for the administrator�� Wireless connectivity�� This supporting document

2.3 Pupils

The assessment should be given to all pupils within the first six weeks of starting school. If children join school late then you will need to find out if they have been assessed at another school. If they are starting school late, then you can add them to your group as long as they have not been taught in a Reception class before joining your school.

2.3.1 Assessing pupils with SEND

Baseline is intended to be administered in discrete, short sessions and has been designed to be broken down to allow for attention span and fatigue which may affect any Reception age child. The assessments are untimed. Together, this offers a good degree of flexibility for teachers when carrying out the assessments with children with SEND.

The tablet presentation facilitates some technical adaptations, for example, zoom and colour inversion. The guided access option will prevent children who may have difficulty focusing on the task in hand from exiting the program: when enabled the teacher can lock access only to the running application which will prevent a student from leaving the app without a special password code.

The teaching and practice items in the Literacy (phoneme awareness) section can be repeated as many times as required and it is at this point that the administrator can expand on the audio to ensure that the pupil has understood how to respond to the task. The very first practice item (‘seesaw’) has expanded instructions to help children with SEND understand the task.

Many children will enter Reception without identification of any SEND and so the administrator may need to adapt their approach to children who present with possible but unrecognised additional needs. The flexibility in administration and the leeway to expand on the teaching and practice items will help these children; in addition to ensuring accessibility is as wide as possible, and based on feedback from users, administrators working with children with SEND will be advised to intervene and repeat the audio and, as necessary, re-word the item. The focus is to include as many children as possible in the assessment process; results should not be impacted to a great degree. Feedback was sought from schools that had taken part in the study; this reinforces the need to repeat and in some cases re-phrase some of the instructions to ensure accessibility:

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�� “Had to rephrase the questions in different ways and gave extra time to answer.”�� “I would repeat exactly what the voice on the app said.”�� “For other pupils with SEND it was necessary to repeat instructions or point to sets of objects that the question was referring to.”

Phoneme awareness depends on the pupil hearing very precise sounds: this part of the assessment may be inaccessible to children with a severe hearing impairment. Such children will be able to access the other parts of the assessment which may be signed; in this instance the picture-base for almost all of the remaining content will support children with hearing impairment. If the audio is too low an external speaker may be used or the pupil can be connected to the device.

Children with visual impairment, and for whom the zoom facility is not sufficient, will be able to access the phoneme awareness tasks which are all delivered verbally (the illustrations play a supporting role and it is not essential to see them to answer the question); and parts of the language assessment. Questions in the numeracy section include illustrations and other visual aspects that are essential.

Interactivity will be motivational for all children but especially so for children with SEND. Those children with motor skills impairment will be able to indicate their response to interactive questions which the administrator can make on their behalf. Children with speech impairment (but no hearing impairment) will be able to respond to all interactive items independently; when the child responds verbally such responses must be considered in the context of the child’s speech capacity. For example (from user feedback):

“The difficulty was with speech and language problems where children could not articulate the sounds in the phoneme awareness section. Adaptations were made through knowing how the children normally pronounced the sound and accepted if it was normal for them.”

Any adaptations children use routinely in the classroom to support their learning should be employed so that all children have the best chance of accessing the assessment and showing what they can do. (www.inclusive.co.uk have a range of accessories to help adapt tablets for special needs use.)

2.4 The assessment environment

Ideally the assessment should be administered in a room away from the classroom. If this is not possible please find a quiet space where there will be no interruptions and no background noise or distractions. The responses depend on the audio so there must be quiet to allow the pupil to listen closely.

Please do not use headphones unless these are essential for a child with hearing impairment as the audio is output from the pupil’s tablet and both pupil and administrator need to be able to hear it.


Teacher Guide

2.5 Technical setup

Baseline is available for administration via tablet only. Please download the app by visiting the Google Play store or the Apple App store.

Once you select the GL Assessment app on the tablet the following screen will be displayed.

Select Get Started to begin.

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You will be asked to Sign In. Please type in the customer ID provided in the email confirming your school’s register has been created. You will need to do this on both tablets.

Once the customer ID has been entered, select Sign In.

You will now need to choose a product, select the Baseline product icon.


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You will now see the following screen. First, you must choose whether you are logging in as a Pupil or a Teacher. Once this has been set select the pupil you are assessing from the Candidate Register. Both tablets will display the register. On your screen you need to login as teacher, on the pupil’s tablet, they need to login as Pupil. Pupils can select or be helped to select their name.

If you are assessing a large number of pupils you may want to turn on the Filter: this allows you to view the register by forename, surname or group.

You will see an invitation to Pre-cache assets to this device. This is to allow you to download the assessments which may be helpful if the Wifi connection in your school is weak in certain parts of the building. Pre-caching means that you avoid the risk of the assessments running slowly. It is strongly advised that you do this.

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Once a pupil name has been selected you will be asked to enter the main administrator password (provided along with the customer ID via email) on the teacher’s tablet; no password is required for the pupil.

Once the password has been correctly entered, select Sign In to continue.

You will see the screen below. The assessments need to be administered in order, select Language and Communication. Once an assessment has been completed and the results received, the blue button will change to green with a tick on it, the next assessment will become available.


Teacher Guide

When both pupil and administrator have selected the assessment, both the tablets will need to be synchronised. On the teacher tablet a code will be displayed, this will need to be entered on the pupil’s tablet. Click on Connect to continue. You need to do this each time you select an assessment (i.e. before Literacy and then again before Mathematics). On the teacher’s tablet select Exit.

Once the code has been succesfully entered, the tablets will synchronise with each other, and you will be able to begin the assessment. As the administrator, you will have control of the assessment. You will be able to play the audio to the pupil, see their responses and move them forward through the assessment.

The ‘P’ and ‘Q’ buttons on the teacher’s tablet allow you to control the pace of the audio. The ‘P’ delivers the Prompt to which in many instances the pupil needs to respond; the ‘Q’ completes the Question. This facility is of particular importance in the first assessment, Phoneme Awareness, where the children have to hear a word (Prompt), repeat it to you (pause) and then hear what they need to do to answer the question (Question): in this case say it again removing or identifying a target sound.

If there is a problem with the synchronisation process, you may need to run the assessment in Manual Mode. Using this mode, the tablets will not be connected. Both the teacher and the pupil will have the ability to play the audio, and both will need to swipe the screen to move through the questions. Recording of responses is done in the usual way.

You will be prompted to select Manual Mode on both tablets if there is a need to run the session in this way.

A holding screen will show until you are ready to start the assessment. Swipe it to begin.

If you are having technical difficulties please refer to Appendix B.

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Teacher Guide

2.6 Administering the test

2.6.1 The assessments

Baseline is in three parts. All timings are approximate.

Language and Communication: expression and comprehension (8 minutes)

Literacy: phoneme awareness (10 minutes)

�� Phoneme deletion�� Phoneme isolation

Mathematics: Single assessment of number, shape, and measurement (8 minutes)

2.6.2 Period for assessment

The assessment should be administered any time during the first half term of the child entering school. For most children this will be during September and before the October half term.

2.6.3 Administration guidance

All questions are supported by audio. The introduction and example (or teaching) questions run automatically; the administrator can control pace of the question audio by using the on-screen buttons. For some questions the audio comes in two parts. The Prompt, which is the first part of the question, and the Question, which is the question the child needs to answer.

In some instances you will be required to indicate different parts of the screen and to mark as correct or incorrect the pupil’s verbal response to some questions. Details are given below in Section 2.6.5.

The Language measure presents a mix of questions assessing comprehension and expression. All are picture based and involve the pupil in either tapping on their response or giving a verbal response which you mark as correct or incorrect.

Example

Which shows many?

Responses to this type of question are recorded automatically.


Teacher Guide

You need to record the response as correct or incorrect.

Sound Deletion is presented as a word game and supported by illustrations: one for each question. The audio asks the pupil to repeat a given word and then say it again but without one sound or component. There are some teaching questions which are not scored and it is at this point that you can offer additional guidance on the question and how to answer. The questions are of increasing difficulty. Please administer all questions ensuring that the pupil understands the task through the teaching questions. It is permissible to play the Prompt and Question a second time (this applies to questions in all parts of the assessment). Only repeat the Prompt and Question yourself if the pupil is having great difficulty hearing or engaging with the audio.

bemExample

P: Say Bem.

Q: Now tell me the first sound it makes.

Example

P: Say starfish.

Q: Say it again but don’t say fish.

Sound Isolation comprises a series of nonsense words and the pupil is asked to repeat the initial or final sound. Again there are some example and teaching questions which are not scored and questions are of increasing difficulty. Please administer all questions.

There are no illustrations but a simple ‘listening’ ear is shown to remind the children that they need to listen carefully.

You will be able to control the delivery of the audio by using the Prompt and Question buttons which are a feature of the administrator’s screen.

Marking is either correct or incorrect and again buttons will appear on the administrator’s screen only.

The Numeracy assessment presents a mix of tasks with the majority focused on number skills with a small number of shape and measurement questions.

All questions are supported by audio.

For most questions the pupil will tap on their answer. The pupil’s response will be displayed on the administrator’s tablet. Once you are sure that the pupil has given his final answer you can swipe to the next screen.

Please administer all questions.

Example

Where is the dog sitting?

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Teacher Guide

Example

P: Look at the bowls of rice

Q: Find the bowl with the most rice.

The response is recorded automatically.

Example

P: Here are seven sandcastles.A wave came and washed four of them away.

Q: Tell me how many sandcastles are left?

You must record the response as correct or incorrect.

For a full mark scheme see section 2.6.6.

2.6.4 Your role as administrator

The audio has been provided to ensure that the administration of the assessments is as consistent as possible. However, the children are very young and the assessments – even though presented in an engaging way – are to a certain extent quite formal. The child will be reassured to be taken through the assessment by a person they know and trust; your role is to offer encouragement, give clarifi cation for the teaching questions and judge when the child is tiring of the process (in which case the session can stop at a convenient point and be continued on a different day).

An example in the language assessment of an appropriate level of support is in the question that expects the response to include the conjunction ‘because’. If the pupil gives a short response it is appropriate to pause then look expectantly at them to encourage the pupil to fi nish the sentence. This question is also a good example where regional variations in speech can be scored as correct: the target word is ‘because’; if the pupil responds with ‘cos and this is consistent with regional contraction or dialect, this can be scored as correct.

Where the pupil is selecting their response by touching the screen you need to be sure that they have given their fi nal response. When you swipe to the next question the response will be scored. You may want to use a consistent form of words when you are about to move on to the next question so that you do not signal to the pupil that they may have done something incorrectly. A simple phrase such as ‘let’s try the next one’ or whatever seems appropriate could be used.

Please use the teaching and example questions to make sure that the pupil understands the task. It is at this point that you can offer further information. Once the questions begin then it is permissible to repeat the audio or, if a pupil is having great diffi culty hearing or engaging with the audio, to repeat the question only once but you should not offer additional help. Unless the pupil becomes very upset, please complete each assessment.


Teacher Guide

2.6.5 Questions requiring administrator-pupil interaction

The following questions in the Language section require the administrator to indicate parts of the illustration.

Look, the plates are dirty.

Indicate the dirty plates.

Look, The man is washing the plates.

Indicate the man doing the washing up.

Look, the plates are clean.

Indicate the clean plates.

What did the man do to the plates, he...?

This pencil is short; this pencil is long and this pencil is even…?

Indicate each pencil in turn.

These are his shoes, these are…?

Indicate the girl’s shoes.

This is her hair; this is…?

Indicate the boy’s hair.

This girl is happy because she is eating an ice-cream.

This girl is …?

Indicate the girl who is crying.

This boy is short, this boy is tall, this boy is even taller

and this boy is the …?

Indicate each boy in turn, from left to right.

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Teacher Guide

This boy is jumping.

Indicate the boy jumping.

This girl...?

Indicate the girl about to jump.

This girl is eating.

Indicate the girl eating.

This boy will eat.

Indicate the boy.


Teacher Guide

2.6.6 Marking

The following questions must be marked as incorrect or correct by the administrator.

Language and Communication

Question Answer

Look, the plates are dirty. Look, the man is washing the plates. Look, the plates are clean. What did the man do to the plates, he…?

he washed (cleaned) the plates

(the pupil must use the correct tense – washed)

Why do we wash our body? to stay clean; to not be dirty

This pencil is short; this pencil is long; and this pencil is even…?

longer (or taller or bigger)

(the pupil must use the correct word ending)

The sun comes up in the day, the moon comes up at…? night

These are his shoes: these are…? her shoes

This is her hair: this is...? his hair

This girl is happy because she is eating an ice-cream. This girl is…?

crying because she has dropped her ice-cream

(response must include ‘because’ to join the sentences; vocabulary and tense not important)

Where is the dog sitting? behind the box

(‘back of’ is acceptable)

How does this girl feel? angry (or equivalent)

How does this boy feel? scared (or equivalent)

This boy is short, this boy is tall, this boy is even taller and this boy is the…?

tallest (biggest)

(use of ending ‘est’ is important)

Jasmine has planted some seeds and now she's watering the garden. What will happen to the seeds? grow into flowers or plants

This girl is eating. This boy will eat. This boy is jumping. This girl…?

will jump

(do not accept ‘is going to jump’)

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Teacher Guide

Literacy: Phoneme Awareness

Teaching questions are not scored.

(i) Sound Deletion

Question type

Question Answer

Teaching seesaw see

Teaching ice-cream cream

1 starfish star

2 toothbrush brush

Teaching sheep shee

Teaching face fay

3 boat boe

4 house how

5 desk dess

Teaching bed ed

Teaching goat oat

6 shop op

7 parrot arrot

(ii) Sound Isolation

Question type

Question Answer

Teaching rub r

Teaching san s

Teaching guf g

1 bem b

2 mig m

3 feep f

4 swib s

5 brug b

Teaching duck ck

Teaching fass s

Teaching pag g

6 baff f

7 kass s

8 wib b

9 zind d

Mathematics

Question Answer

This calendar shows the days in one month. Some of the numbers are missing.

Q: Can you tell me the numbers that are missing? 3, 4, 8

There are seven sandcastles. A wave came and washed four of them away.

Q: Tell me how many sandcastles are left? 3


Teacher Guide

2.7 Baseline reports

There are five reports that can be generated from the assessment. These are:

�� Group report for teachers (PDF)�� Group report for teachers (Excel)�� Individual pupil report for teachers (PDF)�� Individual report for parents (PDF)�� Cluster Group report (PDF)

The Group report for teachers presents all the data from the assessment, including the scale score and the Standard Age Score; analysis will be available for gender and – depending on the demographic information included in the register – for a range of other criteria including SEND and EAL.

The Individual pupil report for teachers includes the full range of scores for an individual pupil with a useful narrative summary that includes suggestions for next steps to support the pupil based on the score profile. The companion report for parents has a similar narrative but here the focus is on what parents and carers can do to help their child through everyday activities and routines. For the parent report is it possible to choose to show the full range of data, simplified data or no scores at all.

The Excel version of the Group report for teachers has some additional information such as question by question scores and is the source for uploading results to a school’s Management Information System (MIS).

The Cluster report allows groups of schools to be reported in a single report.

As soon as a pupil has been assessed the individual reports can be generated. Once the whole group has been assessed the Group report for teachers (PDF and Excel) can be generated and the teacher can compile the group in a number of ways allowing a whole year group, separate classes or particular groups of children to be included in any one report.

Sample reports can be viewed at:

www.gl-assessment.co.uk/products/baseline-reception-baseline-assessment

2.8 Technical and customer support

For technical queries please call 0330 123 5375 and select option 1 to speak to a customer advisor or select option 2 for technical support or email [email protected]

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Teacher Guide

AppendixA:CompletelistofquestionsNote: numbers do not appear in the assessment and are given here to show the sequence of questions

Language

Question Sequence

Task

Intro Let’s look at some pictures. I’d like you to answer some questions by telling me or showing me what is happening in each picture.

1 Look at this picture. Point to ‘she’s drinking’.

2 Now, point to ‘he’s sitting’.

3 Look, the plates are dirty. Look, the man is washing the plates. Look, the plates are clean. What did the man do to the plates, he…?

4 Which shows many?

5 Which shows few?

6 Show me the long snake.

7 Show me the short sock.

8 Why do we wash our body?

9 Show me who’s first.

10 Show me who’s last.

11 This pencil is short; this pencil is long and this pencil is even…?

12 The sun comes up in the day; the moon comes up at…?

13 These are his shoes, these are…?

14 This is her hair; this is…?

15 This girl is happy because she is eating an ice-cream. This girl is…?

16 Point to the number that comes after 3.

17 Where is the dog sitting?

18 How does this girl feel?

19 How does this boy feel?

20 This boy is short, this boy is tall, this boy is even taller and this boy is the…?

21 Show me ‘the girl is fed by the monkey’.

22 The family is late for school, can you show me which person feels anxious?


Teacher Guide

23 Jasmine has planted some seeds and now she’s watering the garden. What will happen to the seeds?

24 This girl is eating. This boy will eat. This boy is jumping. This girl…?

Phoneme Awareness – Sound Deletion

Question Sequence

Task

Teaching Question A

I am going to show you some pictures. I would like to see if you can say the names of the pictures.Here is a seesaw.Can you say seesaw?(Pause)Say it again but don’t say saw.

Teaching Question B

Let’s try another one.Can you say ice-cream?(Pause)Say it again but don’t say ice.

1 Say starfish.Say it again but don’t say fish.

2 Say toothbrush.Say it again but don’t say tooth.

Teaching Question C

Let’s try something different.Can you say sheep?Say it again without the /p/.

Teaching Question D

Say face.Say it again without the /s/.

3 Say boat.Say it again without the /t/.

4 Say house.Say it again without the /s/.

5 Say desk.Say it again without the /k/.

Teaching QuestionE

Say bed.Say it again without the /b/.

Teaching Question F

Say goat.Say it again without the /g/.

6 Say shop.Say it again without the /sh/.

7 Say parrot.Say it again without the /p/.

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Teacher Guide

Phoneme Awareness – Sound Isolation

Question Sequence

Task

Intro Here are some more word games. Some of the words are pretend words because they don’t mean anything. I’ll show you how to play. I am going to say a word and I want you to tell me the first sound of that word. I will do a few to show you and then we will practice together.

Demo 1 Here is the word king. The first sound of king is ‘k’./k/ is the sound it makes at the beginning. Can you say /k/?

Demo 2 Here’s the funny word saf. The first sound of ‘saf’ is ‘s’. /s/ is the sound it makes at the very beginning. Can you say /s/?

Practice Question A

Say Rub.Now tell me the first sound it makes.

Practice Question B

Say San.Now tell me the first sound it makes.

Practice Question C

Say Guf.Now tell me the first sound it makes.

1 Say Bem.Now tell me the first sound it makes.

2 Say Mig.Now tell me the first sound it makes.

3 Say Feep.Now tell me the first sound it makes.

4 Say Swib.Now tell me the first sound it makes.

5 Say Brug.Now tell me the first sound it makes.

Practice Question D

Say Duck.Now tell me the last sound it makes.

Practice Question E

Say Fass.Now tell me the last sound it makes.

Practice Question F

Say Pag.Now tell me the last sound it makes.

6 Say Baff.Now tell me the last sound it makes.

7 Say Kass.Now tell me the last sound it makes.

8 Say Wib.Now tell me the last sound it makes.


Teacher Guide

9 Say Zind.Now tell me the last sound it makes.

Mathematics

Question Sequence

Task

Intro Now we are going to play some number games. There are lots of different kinds of questions – let’s try the first one.

1 Look at the bowls of rice.Find the bowl with the most rice.

2 Look at the red circle.It has some dots in it.Now look at the white squares.One white square has the same number of dots as the red circle. Can you show me which one?

3 This calendar shows the days in one month.Some of the numbers are missing.Can you tell me the numbers that are missing?

4

Some of these hats have black stars.Show me each hat that has black stars.

5 These patterns are made with squares.Find the pattern with eight squares.

6 One picture shows seven.Can you show me which one?

7 This fisherman wants to catch five big fish. Can you show me five big fish?

8 Some children went into a sports hall.They left their shoes in a box outside the door.Can you show me the correct door?

9 Lucy and Mina are tidying up. There is some rubbish near the bin.Lucy picks up one cup.Mina picks up the rest.Point to the cups that Mina picks up.

10 Look at the trees.Some are tall and some are short.Point to all the short trees.

11 Each of these children has one bike.Look at the pictures of the bikes. One picture shows only the bikes belonging to these children.Point to the correct picture.

12 Look at these clocks.Show me the one that shows five o’clock.

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Teacher Guide

13 Here are seven sandcastles.A wave came and washed four of them away.Tell me how many sandcastles are left?

14 Point to the fish tank which has the smallest number of fish.

15 Can you show me the triangle?

16 Can you show me the circle?

AppendixB:TechnicalhelpWhat to do if your app freezes.

If you are using an iPad:

1. Double tap on the home screen button

You will see the following screen:

2. Swipe left or right until you have located the app you wish to close.

3. Swipe the app’s preview upwards to close it.

4. Once complete, go back to the Home screen and open the app again. You will need to restart the test part that is incomplete.


Teacher Guide

If you are using an Android device:

1. Double tap on the recent applications button (highlighted below):

You will see the following screen:

2. Swipe left or right until you have located the app you wish to close.

3. Swipe the app’s preview upwards to close it.

4. Once complete, open the app again. You will need to restart the test part that is incomplete.

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Teacher Guide

Tablet Syncing

If you find that your tablets are not syncing please contact your IT department / provider responsible for managing your network and present them with the following information:

�� For Baseline to sync across tablets, UDP broadcasting must be enabled on the schools Wi-Fi network.�� If you wish to only allow the baseline app to use UDP broadcasting on your network please whitelist the IP multicast address of 239.254.254.1 on port 30303.

Published by GL Assessment 1st Floor, Vantage London, Great West Road, Brentford, TW8 9AG T +44 (0)330 123 5375 F +44 (0)330 123 5471 E [email protected] www.gl-assessment.co.uk GL527

© GL Assessment 2015 All rights reserved, including translation. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, recording or duplication in any information storage and retrieval system, without permission in writing from the publishers, and may not be photocopied or otherwise reproduced even within the terms of any licence granted by the Copyright Licensing Agency Ltd.

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