educational assessments
quick guide - GL Assessment
quick guide - GL Assessment
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<strong>educational</strong> <strong>assessments</strong><br />
primary and secondary catalogue 2012/13<br />
www.gl-assessment.co.uk<br />
NEW<br />
OUT NOW!
Providing assessment solutions<br />
for children’s education,<br />
mental health and wellbeing<br />
Getting in touch...<br />
GL Assessment<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Orders and Customer Services<br />
0845 602 1937, option 1<br />
Technical Enquiries<br />
0845 602 1937, option 2<br />
Web<br />
www.gl-assessment.co.uk<br />
Email<br />
info@gl-assessment.co.uk<br />
Fax<br />
0845 601 5358<br />
International Enquiries<br />
New Customers:<br />
Paloma Gutierrez-Keever<br />
Tel: +44 (0)20 8996 3633<br />
E-Mail: international@gl-assessment.co.uk<br />
All other enquiries:<br />
Customer Services<br />
Tel: +44 (0)845 602 1937<br />
E-Mail: info@gl-assessment.co.uk<br />
Post orders to:<br />
GL Assessment,<br />
FREEPOST LON16517<br />
Swindon, SN2 8BR<br />
GL Assessment is a leading provider of integrated assessment<br />
for children’s education, mental health and wellbeing. Our<br />
rigorous and high-quality <strong>assessments</strong> have been used by<br />
education, health and psychology professionals for three<br />
decades. Highlights include the Cognitive Abilities Test (CAT),<br />
Progress in English (PiE) and, more recently, the Pupil Attitudes<br />
to Self and School (PASS) survey.<br />
Our <strong>assessments</strong> are supported by a wide range of data<br />
services that comprise comprehensive scoring, reporting,<br />
interpretation and analysis services. This joined-up approach<br />
to assessment ensures our customers get the most out of our<br />
resources and assessment data is used to its full potential.<br />
www.gl-assessment.co.uk<br />
GL Performance<br />
GL Performance is a provider of management tools and<br />
resources that are designed to maximise the impact of<br />
self-evaluation, school development planning and school<br />
improvement in primary, secondary, independent and special<br />
schools as well as schools with Academy status. Our solutions<br />
include Kirkland Rowell Surveys, Professional Development<br />
Services and Schoolcentre.<br />
www.gl-performance.co.uk<br />
GL Assessment and GL Performance are divisions of the GL Education Group.<br />
Please Note – it is an offence to photocopy our Answer Sheets (except where stated). All our material is protected by copyright.
REASONING CONTENTS<br />
contents<br />
Introduction .....................................................2–3<br />
Area Consultants ..............................................4–5<br />
Quick Guide to our resources..........................6–7<br />
Customised Assessments ................................8–9<br />
Reasoning.....................................................10–23<br />
Literacy .........................................................24–42<br />
Numeracy .....................................................43–47<br />
Science ................................................................48<br />
Assessment for Learning ...................................49<br />
Pupil Attitudes .............................................50–52<br />
Special Educational Needs ..........................53–55<br />
Early Intervention ........................................56–59<br />
Personal and Social Development..............60–63<br />
Thinking Skills..............................................64–66<br />
School Improvement ...................................67–73<br />
Real Training.......................................................74<br />
Order Form ...................................................77–79<br />
International Distributors .................................80<br />
Index ...................................................................81<br />
Our services to customers<br />
Look out for our<br />
2 new <strong>assessments</strong><br />
Cognitive Abilities Test:<br />
Fourth Edition (CAT4)<br />
Unlock pupil potential with the new edition of the UK’s most popular<br />
test of reasoning ability – see pages 10–13<br />
New Group Reading Test Digital<br />
The new online test that adapts to the reading ability of the pupil –<br />
see pages 26–27<br />
GL Assessment aims to give customers the best possible service.<br />
To help you make your resource shopping simple, straightforward<br />
and hassle-free, we offer:<br />
• Expert advice and a friendly telephone ordering service.<br />
Monday – Friday 8.30am – 5.00pm (excluding bank holidays)<br />
on 0845 602 1937<br />
• Assessment Consultants who can demonstrate the latest<br />
<strong>assessments</strong> to you<br />
• No credit card required - we invoice your school<br />
• Fast reliable delivery<br />
• A comprehensive online shop where you can browse and buy<br />
resources anytime, anywhere at www.gl-assessment.co.uk<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk<br />
1
INTRODUCTION<br />
GL Assessment – an introduction<br />
For over 30 years, GL Assessment has provided<br />
rigorous and high-quality <strong>assessments</strong> and<br />
services for children's education, mental health<br />
and wellbeing.<br />
Originally founded by the National Foundation for Educational Research<br />
(NFER), with whom we continue to work with today, GL Assessment<br />
leads literacy, numeracy and ability testing in UK schools and our<br />
resources are used in over 100 countries worldwide in British, bilingual<br />
and international schools. Over 3 million pupils in UK primary and<br />
secondary schools take our tests every year and we have delivered over<br />
4 million online tests to date. GL Assessment is a division of the<br />
GL Education Group.<br />
We have published the world’s first test for Dyscalculia and the first<br />
standardised test of emotional literacy in the UK. We have also worked<br />
with numerous leading organisations to create <strong>assessments</strong> that<br />
incorporate the very latest thinking and research within the education<br />
sector. We are the official assessment provider of the National<br />
Association of Head Teachers (NAHT) and some of our partners include<br />
King’s College London, the University of York, the University of Michigan<br />
and the Australian Council for Educational Research.<br />
Our extensive portfolio of <strong>educational</strong> <strong>assessments</strong> includes the<br />
Cognitive Abilities Test (CAT) - the UK's most widely used test of<br />
reasoning abilities, Progress in English (PiE) - the standardised English<br />
assessment of choice in many schools and more recently, the Pupil<br />
Attitudes to Self and School (PASS) survey - an all-age attitudinal survey<br />
that provides a robust measurement of a pupil’s attitudes towards<br />
themselves as learners and their attitudes towards school.<br />
2
INTRODUCTION<br />
A complete approach to assessment…<br />
Often, an assessment solution needs to involve a number of<br />
<strong>assessments</strong> that together address a specific purpose or a particular<br />
need. With this in mind, it does not make sense that we create<br />
<strong>assessments</strong> that only work as single, separate resources. A more<br />
joined up approach is required: one that focuses on <strong>assessments</strong> that<br />
are able to gel together to satisfy a broad range of requirements.<br />
GL Assessment strives to provide teachers and SENCOs with<br />
<strong>assessments</strong> that can be used together effectively at different levels and<br />
for particular purposes to suit their individual requirements. Throughout<br />
this catalogue we have provided guidance on how our <strong>assessments</strong> can<br />
be used together.<br />
Focusing on the pupil as a whole…<br />
In a continually changing <strong>educational</strong> landscape, it is clear that placing<br />
the pupil at the centre of the learning process will be an enduring theme.<br />
Personalised learning and concentrating on the pupil ‘as a whole’ will<br />
continue.<br />
Assessment must therefore do more than just focus on a pupil’s<br />
academic ability alone. Our comprehensive portfolio reflects this by<br />
providing <strong>assessments</strong> that:<br />
• measure knowledge, understanding and progress<br />
• measure ability and how children think in different situations and<br />
contexts<br />
• help diagnose and monitor special <strong>educational</strong> needs<br />
• help identify and develop the social, cognitive and emotional skills<br />
that are essential to a child’s personal and social development<br />
• contribute to the understanding of children’s mental health<br />
• focus on child development<br />
• aid early identification and intervention of speech, language and<br />
communication difficulties.<br />
Assessment Services…<br />
At GL Assessment, we understand that assessment is not just about<br />
taking a test; it is about continually using assessment data to respond<br />
quickly to the needs of every child at every stage of his/her learning and<br />
development. We therefore take a very joined-up approach; one that<br />
provides our customers with a comprehensive range of services that<br />
ensures they can receive, interpret and use the assessment data to its<br />
full potential.<br />
Encompassing scoring, reporting, interpretation and analysis and<br />
customised testing, our assessment services complement and extend<br />
our portfolio of published tests and meet a wide variety of assessment<br />
needs. They are available to single schools an academies as well as<br />
local authorities, clusters, federations and other consortia of schools.<br />
Online Testing…<br />
Alongside government policy, technology is recognised as a main driver<br />
for <strong>educational</strong> change. GL Assessment has pioneered a powerful<br />
online testing system ‘Testwise’, which is used today by over half a<br />
million children each year in the UK and over 100 countries worldwide.<br />
Online testing removes the burden of test administration, whilst<br />
delivering instant results and diagnostic reports at the touch of a button.<br />
As a result, our digital assessment portfolio has grown accordingly with<br />
many of our paper <strong>assessments</strong> available online, including our top five.<br />
You will find further information on all of our digital <strong>assessments</strong> and the<br />
benefits of online testing throughout the catalogue.<br />
Our digital <strong>assessments</strong> portfolio encompasses:<br />
• Cognitive Abilities Test Digital<br />
• Dyslexia Screener Digital<br />
• Progress in Maths Digital<br />
• Single Word Spelling Test Digital<br />
• Suffolk Reading Scale Digital<br />
• Dyscalculia Screener Digital<br />
• New Group Reading Test Digital<br />
• Progress in English Digital<br />
• Non-Verbal Reasoning Digital<br />
• Verbal Reasoning Digital.<br />
You will find further information on these assessment services<br />
throughout the catalogue, demonstrating how they can help schools,<br />
teachers and pupils alike.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 3
AREA CONSULTANTS<br />
Area Consultants<br />
To find your local Area Consultant,<br />
please use the colour-coded map.<br />
In addition to your Area<br />
Consultant, there is now a<br />
dedicated member of the<br />
Customer Services Team for each<br />
area of the UK that can help with<br />
your enquiries. Please see opposite<br />
for details.<br />
For international enquiries, please<br />
call +44 (0)845 602 1937 or email<br />
international@gl-assessment.co.uk<br />
International Enquiries<br />
New Customers:<br />
Paloma Gutierrez-Keever<br />
Tel: +44 (0)20 8996 3633<br />
E-Mail: international@gl-assessment.co.uk<br />
All other enquiries:<br />
Customer Services<br />
Tel :+44 (0)845 602 1937<br />
E-Mail: info@gl-assessment.co.uk<br />
4
Scotland<br />
Linda Hearton<br />
Aberdeen City, Aberdeenshire, Angus, Argyll & Bute, Clackmannanshire, Dumfries &<br />
Galloway, Dundee City, East Ayrshire, East Dunbartonshire, East Lothian, East<br />
Renfrewshire, Edinburgh, Eilean Siar, Falkirk, Fife, Glasgow, Highland, Inverclyde,<br />
Midlothian, Moray, North Ayrshire, North Lanarkshire, Orkney Islands, Perth & Kinross,<br />
Renfrewshire, South Ayrshire, Scottish Borders, Shetland Islands, South Lanarkshire,<br />
Stirling & West Lothian, West Dunbartonshire<br />
Tel: 0131 551 2425 Mobile: 07850 034 584<br />
E-Mail: linda.hearton@gl-assessment.co.uk<br />
Area Advisor: Mandy Pritchard – Tel: 0845 602 1937<br />
Northern Ireland<br />
Janice Forbes<br />
Belfast, North Eastern, South Eastern, Southern, Western<br />
Tel: 0289 042 4464 Mobile: 07787 280 784<br />
E-Mail: janice.forbes@gl-assessment.co.uk<br />
Area Advisor: Joanne Archer – Tel: 0845 602 1937<br />
North West England & North Wales<br />
Barbara McHugh<br />
Blackburn with Darwen, Blackpool, Bolton, Bury, Cheshire, Conwy, Cumbria,<br />
Denbighshire, Flintshire, Gwynedd, Halton, Isle of Anglesey, Isle of Man, Knowsley,<br />
Lancashire, Liverpool, Manchester, Oldham, Rochdale, Salford, Sefton, St Helens,<br />
Stockport, Tameside, Trafford, Warrington, Wigan, Wirral, Wrexham<br />
Tel: 0161 626 8241 Mobile: 07919 167 896<br />
E-Mail: barbara.mchugh@gl-assessment.co.uk<br />
Area Advisor: Sandie Green – Tel: 0845 602 1937<br />
Northern England<br />
Mo Brown<br />
Barnsley, Bradford, Calderdale, Darlington, Doncaster, Durham, East Riding of Yorkshire,<br />
Gateshead, Hartlepool, Kingston Upon Hull, Kirklees, Leeds, Middlesbrough, Newcastleupon-Tyne,<br />
North East Lincolnshire, North Lincolnshire, North Tyneside, North Yorkshire,<br />
Northumberland, Redcar and Cleveland, Rotherham, Sheffield, South Tyneside,<br />
Stockton-on-Tees, Sunderland, Wakefield, York<br />
Tel: 01977 663 504 Mobile: 07775 722 639<br />
E-Mail: mo.brown@gl-assessment.co.uk<br />
Area Advisor: Claire McAstocker – Tel: 0845 602 1937<br />
South Wales<br />
Nikki Kidd<br />
Bath & North East Somerset, Blaenau Gwent, Bridgend, Bristol, Caerphilly, Cardiff,<br />
Carmarthenshire, Ceredigion, Merthyr Tydfil, Monmouthshire, Neath Port Talbot,<br />
Newport, North Somerset, Pembrokeshire, Powys, Rhondda Cynon Taff, South<br />
Gloucestershire, Swansea, Torfaen, Vale of Glamorgan<br />
Tel: 01633 257 203 Mobile: 07887 663 354<br />
E-Mail: nikki.kidd@gl-assessment.co.uk<br />
Area Advisor: Mandy Pritchard – Tel: 0845 602 1937<br />
West Midlands<br />
Esther Partridge-Warner<br />
Buckinghamshire, Derby, Derbyshire, Dudley, Gloucestershire, Herefordshire, Milton<br />
Keynes, Oxfordshire, Sandwell, Shropshire, Staffordshire, Stoke-on-Trent, Telford and<br />
Wrekin, Walsall, Wolverhampton, Worcestershire<br />
Tel: 01886 887846 Mobile: 07818 512310<br />
E-Mail: esther.partridge-warner@gl-assessment.co.uk<br />
Area Advisor: Claire MacAstocker – Tel: 0845 602 1937<br />
Central Southern and South West England<br />
Amanda Berridge<br />
Bournemouth, Bracknell Forest, Channel Islands, Cornwall, Devon, Dorset, Hampshire,<br />
Isle of Wight, Plymouth, Poole, Portsmouth, Reading, Slough, Somerset, Southampton,<br />
Swindon, Torbay, West Berkshire, Wiltshire, Windsor and Maidenhead, Wokingham<br />
Tel: 01793 516374 Mobile: 07889 075037<br />
E-Mail: amanda.berridge@gl-assessment.co.uk<br />
Area Advisor: Susan Giles – Tel: 0845 602 1937<br />
East Midlands<br />
Tina Plail<br />
Birmingham, Cambridgeshire, Coventry, Leicester, Leicestershire, Lincolnshire, Norfolk,<br />
Northamptonshire, Nottingham, Nottinghamshire, Peterborough, Rutland, Solihull,<br />
Suffolk, Warwickshire<br />
Tel: 0116 287 9829 Mobile: 07500 605 577<br />
E-Mail: tina.plail@gl-assessment.co.uk<br />
Area Advisor: Loraine Philpott – Tel: 0845 602 1937<br />
London, East Anglia and Home Counties<br />
Jackie Berman<br />
Barking and Dagenham, Barnet, Bedfordshire, Brent, Camden, Ealing, Enfield, Essex,<br />
Hackney, Hammersmith & Fulham, Haringey, Harrow, Havering, Hertfordshire,<br />
Hillingdon, Hounslow, Islington, Kensington & Chelsea, Luton, Newham, Redbridge,<br />
Southend-On-Sea, Thurrock, Waltham Forest, Westminster<br />
Tel: 0208 360 4958 Mobile: 07787 280 783<br />
E-Mail: jackie.berman@gl-assessment.co.uk<br />
Area Advisor: Loraine Philpott – Tel: 0845 602 1937<br />
South London, Kent, Surrey and Sussex<br />
Lesley Cutt<br />
Bexley, Brighton & Hove, Bromley, City of London, Croydon, East Sussex, Greenwich,<br />
Kent, Kingston Upon Thames, Lambeth, Lewisham, Medway, Merton, Richmond Upon<br />
Thames, Southwark, Surrey, Sutton, Tower Hamlets, Wandsworth, West Sussex<br />
Tel: 020 8657 9300 Mobile: 07990 506 412<br />
E-Mail: lesley.cutt@gl-assessment.co.uk<br />
Area Advisor: Sandie Green – Tel: 0845 602 1937<br />
Republic of Ireland<br />
Tel: 1800 806185<br />
E-Mail: info@gl-education.com<br />
Book a free no-obligation appointment with one of our specialist<br />
consultants to view our products first hand, and to discuss your<br />
assessment requirements.<br />
Tel: 0845 602 1937 www.gl-assessment.co.uk 5
QUICK GUIDE TO OUR RESOURCES<br />
PAGE TEST AGE SCHOOL PAPER/ GROUP OR ASSESSING<br />
GROUP AGE DIGITAL INDIVIDUAL<br />
Early Years/ Screening Phonics Access Special Early<br />
Primary/ Arrange- Educational Inter-<br />
Secondary ments Needs vention<br />
Reasoning<br />
10 Cognitive Abilities Test: Fourth Edition (CAT4) 7–17+ EY / P / S P/D G/I 4 4 4<br />
14 Cognitive Abilities Test: Third Edition (CAT3) 7–17+ EY / P / S P/D G/I 4 4 4<br />
19 Reasoning 5–7 Test Series 4–8 EY / P P G 4 4 4<br />
19 Further Education Reasoning Test Digital (FERT) 16+ S D G/I 4 4<br />
20 Verbal Reasoning (VR) 5–13 P / S P/D G/I 4<br />
22 Non-Verbal Reasoning (NVR) 5–14 P / S P/D G/I 4<br />
22 Spatial Reasoning 6–14 P / S P G/I 4 4<br />
Literacy<br />
24 New Group Reading Test (NGRT) 6–16 P / S P/D G 4 4<br />
28 York Assessment for Reading and Comprehension:<br />
Early Reading and Passage Reading Primary 4–11 EY /P P I 4 4 4 4<br />
30 York Assessment for Reading and Comprehension:<br />
Passage Reading Secondary 11–16 S P I 4 4 4<br />
32 Progress in English (PIE) 5–14 EY / P / S P/D G/I<br />
34 British Picture Vocabulary Scale: Third Edition (BPVS3) 3–16 EY / P / S P I 4 4<br />
35 Diagnostic Test of Word Reading Processes (DTWRP) 5–12 P / S P I 4 4 4<br />
36 Suffolk Reading Scale (SRS) 6–14 P / S P/D G/I 4 4<br />
37 Phonological Assessment Battery (PhAB) 6–14 P / S P I 4 4 4 4<br />
38 Neale Analysis of Reading Ability (NARA) 6–12 P P I<br />
38 Reading Now 5–7 P P G 4<br />
39 Teaching Talking 1–8 EY / P P I 4 4 4<br />
39 Wordchains 7–18+ P / S P G 4 4<br />
40 Single Word Reading Test (SWRT) 6–16 P / S P I 4<br />
40 Middle Infant Screening Test and Forward<br />
Together (MIST) 5–6 P P G 4 4 4<br />
41 Single Word Spelling Test (SWST) 6–14 P /S P/D G<br />
42 British Spelling Test Series: Second Edition (BSTS2) 6–13 P / S P G<br />
Numeracy<br />
43 Sandwell Early Numeracy Test - Revised (SENT-R) 4–8 EY / P P I 4<br />
44 Progress in Maths (PIM) 4–14 EY / P / S P/D G<br />
46 Mental Mathematics 6–11+ P P G/I<br />
47 Measuring Success in Maths 5–11 P P G/I<br />
Science<br />
48 Measuring Success in Science 5–11 P P G/I<br />
Assessment for Learning<br />
49 Black Box Series 5–18 P / S P<br />
Pupil Attitudes<br />
50 Pupil Attitudes to Self and School (PASS) 4–18+ EY /P / S P/D G/I 4 4 4<br />
Special Education Needs<br />
53 Dyslexia Screener Digital 5–16+ P / S D I 4 4 4<br />
53 Dyslexia Guidance 5–16+ P / S P I 4<br />
54 Dyslexia Portfolio 6–16 P / S P G/I 4 4 4 4<br />
55 Dyscalculia Screener Digital 6–14+ P / S D I 4 4 4<br />
55 Dyscalculia Guidance 6–14 P / S P I 4<br />
Early Intervention<br />
56 WellComm: A Speech and Language Toolkit for the<br />
Early Years 0–6 EY / P P I 4 4<br />
58 Schedule of Growing Skills (SGS) 0–5 EY P I 4 4<br />
Personal and Social Developments<br />
60 Measures of Children's Mental Health and<br />
Psychological Wellbeing (MCH) 2–20 EY / P / S P G/I 4<br />
62 The Paediatric Index of Emotional Distress (PI-ED) 8–16 P / S P I 4 4<br />
63 Emotional Literacy: Assessment and Intervention 7–16 P / S P/D I 4 4<br />
Thinking Skills<br />
64 Let's Think! Series 4–11 EY / P P G<br />
66 Think Ahead! Developing Thinking through the Arts 11–14 S P G<br />
Self Evaluation and School Improvement<br />
68 Schoolcentre 5–18 P / S D G<br />
69 Kirkland Rowell Surveys 5–18 P / S P/D G<br />
71 GO 4 Schools 5–18 P / S D G<br />
72 Professional Development Modules P / S D G<br />
6
ADDITIONAL SERVICES<br />
CAN BE USED IN CONJUNCTION WITH<br />
Diag- Monitoring Pupil Health & Guidance Instant Data Scoring & Evidence<br />
nostic Progress Potential Wellbeing Resources Reporting Inter- Reporting for School<br />
pretation Service Inspections<br />
4 4 4 4 4 4 PiM/PiE/PASS<br />
4 4 4 4 4 4 PiM/PiE/PASS<br />
4<br />
4 4<br />
4 4<br />
4 4<br />
4<br />
4 4 4 4 4 GRT/YARC Primary and Secondary/BPVS3<br />
NGRT/BPVS3/YARC Primary/WellComm Toolkit/<br />
4 4 Dyslexia Portfolio<br />
4 4 NGRT/Dyslexia Portfolio<br />
4 4 4 4 4 4 4 CAT<br />
4 NGRT/YARC Primary and Secondary<br />
4 PhAB<br />
4 4 4 4 4 4 Reading Now<br />
4 DTWRP<br />
4<br />
4 SRS<br />
WellComm Toolkit<br />
4 Dyslexia Screener Digital/Dyslexia Portfolio<br />
NGRT<br />
4<br />
4 4 4 4 BSTS<br />
4 SWST<br />
4 4 4 PIM3/4<br />
4 4 4 4 4 4 4 CAT/SENT-R<br />
4<br />
4<br />
4<br />
4<br />
4 4 4 4 4 CAT/MCH/Emotional Literacy/PI-ED<br />
4 4 Dyslexia Portfolio/Dyslexia Guidance<br />
4 Dyslexia Screener/Dyslexia Portfolio<br />
4 4 Dyslexia Screener Digital/Dyslexia Guidance/<br />
Wordchains/YARC Primary and Secondary<br />
4 4 Dyscalculia Guidance<br />
4 Dyscalculia Screener<br />
4 4 4 NGRT/YARC Primary/Teaching Talking<br />
4<br />
4 4 4 Emotional Literacy/PASS/PI-ED<br />
4 4 4 MCH/PASS<br />
4 4 4 MCH/PASS/PI-ED<br />
4<br />
4<br />
4 4 4 4<br />
4 4 4 4<br />
4 4 4 4 CAT data<br />
4<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 7
CUSTOMISED ASSESSMENTS<br />
Customised Assessments<br />
Premium test design services that enable you to get<br />
exactly the information you want from your assessment<br />
programme.<br />
GL Assessment offers a Customised Assessment Service for schools,<br />
local authorities or a consortium of schools that are interested in the<br />
idea of developing their own customised tests in order to meet specific<br />
assessment criteria.<br />
Bespoke tests are available in the areas of verbal reasoning, non-verbal<br />
reasoning, mathematics and english.<br />
Our customised <strong>assessments</strong> are original tests that are created uniquely<br />
for a school, local authority or a consortium of schools to ensure the<br />
customer gets exactly what they want from their assessment<br />
programme.<br />
Why use Customised Assessments?<br />
Customised <strong>assessments</strong> are unique and specific to the needs and<br />
requirements of the school, LA or consortium. You can decide what you<br />
specifically need the assessment for and tailor it to your needs. The<br />
tests can be used for admission testing, targeted measurements,<br />
monitoring standards and for grouping and banding of pupils by<br />
ability/attainment<br />
Creating your own tests for your school or consortium allows you to<br />
decide:<br />
• When you need to use it<br />
• Which subjects you would like to assess<br />
• How many pupils you would like to assess<br />
• The format you would like the assessment to be in<br />
• Whether you would like to score it in house or use a scoring system<br />
The tests<br />
The unique tests are compiled from secure banks of questions which<br />
have been thoroughly trialled and validated in advance. Each question is<br />
rigorously controlled to ensure that each customised test is unique to<br />
the customer who has commissioned it for the duration of the testing<br />
programme. The test will not have been published previously, making it<br />
highly unlikely that children will have seen any of the questions before.<br />
As such, the reliability of information that the test produces is not going<br />
to be compromised by prior testing or coaching. For customers<br />
commissioning a bespoke test to inform decisions about intake, the test<br />
can be changed each year if necessary.<br />
When a customer commissions a test, we work closely with them to<br />
ensure that all their requirements are met. This involves careful<br />
consideration of style and level of questions, length of test, marking<br />
options, the quality of information it produces and, ultimately, verification<br />
that every aspect of the test is fit for purpose.<br />
8
Additional Services<br />
To ease the administrative burden of the testing and scoring process,<br />
GL Assessment offers a range of additional options:<br />
Overprinting Services – This involves the printing of candidate name,<br />
date of birth and other details such as Pupil Registration Number or<br />
School Number on to the OMR (Optical Mark Registration) sheets.<br />
The benefits of this include shorter testing times, accurate readable<br />
information and it also speeds up the electronic scoring process.<br />
Administration Service – If schools require complete impartiality from<br />
the testing sessions, GL Assessment can arrange for experienced<br />
<strong>educational</strong>ists to administer the tests to groups on site.<br />
Registration Services – GL Assessment offers a hassle free online<br />
registration system that operates on our secure online testing platform,<br />
Testwise. This can help reduce the high levels of administration facing<br />
schools<br />
Scoring – To save time GL Assessment offers a quick and reliable<br />
scoring service that produces accurate results and reports within a<br />
maximum of 15 working days after receipt of tests. Results are sent<br />
electronically in Excel/ CSV and/or PDF format and so can be imported<br />
into your school’s Management Information System. Our scoring service<br />
guarantees a much higher level of accuracy in the marking,<br />
interpretation, analysis and calculation of scores<br />
Data Interpretation Services – A range of data interpretation services<br />
are available. The most popular of which involves the analysis of test<br />
results against admission criteria that a school or authority has in place<br />
and the subsequent banding of results so that customers can see<br />
immediately which candidates have been successful in their application<br />
and which have not made selection. Information can be supplied as raw<br />
data or as a report. Data interpretation services are also available for<br />
customised tests such as target setting or evaluation effectiveness of<br />
literacy or numeracy initiatives. Data interpretation can help you identify<br />
information and embed it fully into ongoing teaching and learning<br />
practices.<br />
Standardisation – Customers can choose to have their results<br />
standardised. GL Assessment can organise the production of<br />
conversion tables based on your own local data, providing samples<br />
include at least 300 children. Local standardisation can have an<br />
advantage over national standardisation in that it is completely<br />
independent from the state run system, and that it allows local decisions<br />
to be made based on local results that are not influenced by national<br />
data. Results can also provide a much higher level of differentiation<br />
giving finer detail on where to set a cut-off point. In some cases, national<br />
standardisation may be more appropriate.<br />
For further information on our premium test design services or to<br />
arrange a visit from one of our consultants to discuss your<br />
customised testing requirements in more detail, please contact<br />
one of our consultants (see pages 4–5 for more details)<br />
Familiarisation materials<br />
Where tests are being used to aid decisions on admissions there<br />
is a strong argument that children should be provided with a<br />
good grounding in the format and type of questions they are<br />
likely to face before sitting the tests themselves. GL Assessment<br />
can supply different kinds of material for this purpose.<br />
There is a broad range of familiarisation materials, including the<br />
Official 11+ Practice Papers Series.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 9
REASONING<br />
NEW! Cognitive Abilities Test: Fourth Edition (CAT4)<br />
David F Lohman and Pauline Smith<br />
quick guide<br />
Age Range:<br />
7 years–17+ years<br />
Suitable for:<br />
Teachers, Exam Officers and<br />
SENCOs<br />
Administration:<br />
Group<br />
Timed:<br />
45 minutes per test part<br />
2 hours 15 minutes in total<br />
<br />
<br />
CAT4 WEBSITE<br />
Visit www.cat4support.com for<br />
additional information about<br />
CAT4, frequently asked<br />
questions, sample reports and<br />
videos/demonstrations of the<br />
assessment<br />
NEED MORE ADVICE?<br />
For help and advice or to<br />
arrange a no-obligation<br />
demonstration of CAT4,<br />
please call 0845 602 1937<br />
or send an email to<br />
info@gl-assessment.co.uk<br />
Published in September 2012,<br />
CAT4 is the fourth edition of<br />
GL Assessment’s Cognitive<br />
Abilities Test, the UK’s most<br />
widely used test of reasoning<br />
abilities. Fully standardised on<br />
25,000 UK pupils, the suite of<br />
tests has been developed to<br />
support schools in understanding<br />
pupils’ developed abilities and<br />
likely academic potential. Results<br />
from CAT can help in intervention,<br />
monitoring progress and setting<br />
targets for future attainment.<br />
Aimed at pupils between 7:06 to<br />
17+ years, the test is available in<br />
both paper and digital formats<br />
and can be administered<br />
individually or in a group setting.<br />
CAT4 assesses a pupil’s ability to<br />
reason with and manipulate<br />
different types of material,<br />
through a series of Verbal, Nonverbal,<br />
Quantitative and Spatial<br />
Ability tasks. Together, these four<br />
tests provide teachers with a<br />
comprehensive profile of a pupil’s<br />
reasoning abilities, and as such<br />
the core abilities related to<br />
learning.<br />
The resulting data can then be used to identify a pupil’s strengths,<br />
weaknesses and learning preferences, providing accurate and reliable<br />
information that is essential for personalised learning. The more we<br />
know about a pupil, the better position we should be in to offer a<br />
learning environment and ways of teaching and learning that allow<br />
pupils to maximise their potential. Information about a pupil’s reasoning<br />
ability will be key to many decisions and should be considered alongside<br />
attainment data and other factors known to impact on learning, such as<br />
attendance and attitude.<br />
CAT4 Age range for Target year group<br />
Level general England Scotland Northern<br />
population norms & Wales Ireland<br />
A 7:06 to 9:11 Y4 P5 Y4 & Y5 (P4 & P5)<br />
B 8:06 to 10:11 Y5 P6 Year 6 (P6)<br />
C 9:06 to 11:11 Y6 P7 Year 7 (P7)<br />
D 10:06 to 12:11 Y7 S1 Year 8 (F1)<br />
E 11:06 to 13:11 Y8 S2 Year 9 (F2)<br />
F 12:06 to 15:11 Y9 & Y10 S3 & S4 Y10 & Y11<br />
G 14:06 to 17:00+ Y11 & Y12 S5 & S6 Y11, Y12 & Y13<br />
10
REASONING<br />
NEW! Cognitive Abilities Test: Fourth Edition (CAT4)<br />
Why a fourth edition?<br />
While the premise of CAT has remained exactly the same, we have<br />
made some significant changes to the new edition based on the latest<br />
cognitive research and extensive customer feedback.<br />
A brand new suite of data rich reports<br />
One of the most exciting features of CAT4 is the development of a<br />
brand new suite of reports, offering richer and far more comprehensive<br />
assessment data. Users can now select from a range of eight new<br />
reports, including an enhanced Group report for teachers. The inclusion<br />
of more narrative in the 3 individual reports, makes them much easier to<br />
read and understand, supporting the interpretation of the data further.<br />
Designed with specific audiences in mind, the reports appear in a range<br />
of different formats from PowerPoint ® presentations for school<br />
leadership teams and governing bodies, to easy-to-understand reports<br />
for parents and pupils. These explain what the data means and how<br />
pupils can be supported in their learning, both at home and at school.<br />
A new structure with spatial ability at its heart<br />
As for the test itself, one of the main changes is an increased focus on<br />
spatial ability, with the introduction of a separate test. In CAT3, Nonverbal<br />
Reasoning and Spatial Ability were combined, however research<br />
has shown that by testing these abilities separately a more accurate<br />
assessment of a pupil’s potential is provided, allowing schools to report<br />
on these distinct abilities separately.<br />
The spatial test has been developed from research that has found pupils<br />
with high spatial ability may find it more difficult to learn during their<br />
school careers. This is because teaching, even in Science, Technology,<br />
Engineering and Mathematics (STEM) subjects, has a strong verbal bias<br />
and pupils cannot play to their strengths even in subjects where spatial<br />
ability is required.<br />
Identifying and recognising pupils with high spatial ability is not only<br />
important for individual pupils but also for the economy; a workforce<br />
educated to a high level in the STEM subjects is key to economic<br />
success.<br />
Example question from CAT4 – Level G<br />
Up-to-date normative data<br />
To ensure rigour, CAT4 was standardised on 25,000 Primary and<br />
Secondary School pupils in Autumn 2011. This extensive<br />
standardisation process means that teachers can be assured that CAT4<br />
provides them with accurate data about their pupils’ potential based on<br />
the performance of today’s pupils across the UK.<br />
Other improvements in CAT4<br />
In addition to the developments outlined above, the fourth edition of<br />
CAT gave the opportunity to incorporate a number of improvements<br />
which are listed below.<br />
• The overall time for CAT4 is shorter than that for CAT3, despite the<br />
inclusion of the new Spatial Ability test. This has been achieved by<br />
reducing the number of tests in each part from three to two.<br />
• A new Level G has been developed. This is set at an ‘above average’<br />
ability to reflect the bias in usage of CAT4 in Years 11/S5 and 12/S6<br />
and Year 13 for Northern Ireland.<br />
• By carefully developing question and answer options, the items in<br />
Verbal Reasoning are more up-to-date and culturally universal.<br />
• The extent to which scoring on the Verbal and Quantitative Reasoning<br />
tests depends on past education has been reduced. This has been<br />
achieved by removing Sentence Completion and Equation Building,<br />
which necessitated reading comprehension skills and knowledge of<br />
mathematical conventions respectively.<br />
• Levels of the tests are now less tightly linked to the adjacent ages, to<br />
enable each level to be more accurately pitched at the midpoint of<br />
each age group’s ability range.<br />
Example question from CAT4 – Level D<br />
CAT4 WEBSITE<br />
Visit www.cat4support.com for additional information about CAT4,<br />
frequently asked questions, sample reports and videos/<br />
demonstrations of the assessment.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk<br />
11
REASONING<br />
CAT4 Scoring & Reporting<br />
Why use CAT4?<br />
• CAT4 identifies a pupil’s strengths, weaknesses and learning<br />
preferences, providing accurate and reliable information that is<br />
essential for personalised learning.<br />
• CAT4 is unique in the way it can ‘unlock potential’ – that is, identify a<br />
pupil with high level ability who may have been overlooked or who is<br />
in danger of underachieving.<br />
• A new Spatial Ability test has been developed building on the latest<br />
research which confirms the importance of assessing pupils’ spatial<br />
ability in order to develop and support spatial skills which are so<br />
important across the curriculum and the basis for success in STEM<br />
subjects and careers<br />
• Results from CAT can help in intervention, monitoring progress and<br />
setting targets for future attainment.<br />
• A brand new suite of easy-to-understand reports offer richer and far<br />
more comprehensive assessment data.<br />
• Different reports are available for teachers, senior leaders, parents<br />
and pupils in a number of formats.<br />
• CAT4 has been newly standardised to provide accurate, up-to-date<br />
data.<br />
• It can be used to inform appropriate target-setting, with indicators of<br />
attainment provided at KS2, KS3 and KS4, AS/A Level, Scottish<br />
Standard Grade and Intermediate Levels 1 and 2.<br />
And CAT4 Digital?<br />
• CAT4 Digital removes the burden of test administration, as all<br />
practice, instructions and timings are computer-administered.<br />
• Instant scoring gives teachers results at the touch of a button<br />
• Accurate and reliable reports are delivered straight to a teacher's<br />
desktop, enabling results to be analysed with ease and integrated<br />
with other school information, better informing target-setting at both<br />
individual and group level.<br />
• Computer-based assessment often feels less daunting for pupils and<br />
fast feedback is proven to be more motivating.<br />
• Schools moving from paper to digital <strong>assessments</strong> can be assured of<br />
full continuity of data.<br />
Example from CAT4 Summary Report for Senior Leaders – Level D<br />
As previously mentioned one of the most exiting features of CAT4 is the<br />
development of a brand new suite of reports. Following extensive<br />
market research and customer feedback on CAT3, these new reports<br />
are not only tailored to specific audiences but offer richer and far more<br />
comprehensive assessment data.<br />
Users of both the paper and digital editions of CAT4 will automatically<br />
receive a Group report for teachers as part of GL Assessment’s Scoring<br />
and Analysis Service and through Testwise (please note that CAT4<br />
paper users must subscribe to the Scoring and Analysis Service as<br />
CAT4 is no longer available for hand scoring). The user-friendly Group<br />
report for teachers provides a group level analysis of the selected group<br />
or cohort of pupils and is a much richer and more comprehensive report<br />
than the current CAT3 Group report. In addition, users can also choose<br />
from a range of seven additional reports, which can be purchased<br />
separately from as little as £1.99 per pupil.<br />
The inclusion of much more narrative makes the reports much easier to<br />
read and understand, supporting the interpretation of the data further.<br />
Designed with specific audiences in mind, the reports appear in a range<br />
of different formats from PowerPoint ® presentations for school senior<br />
leadership teams and governing bodies, to easy-to-understand reports<br />
for parents and pupils. These explain what the data means and how<br />
pupils can be supported in their learning, both at home and at school.<br />
Users of both the CAT4 paper and digital editions will automatically<br />
receive:<br />
• CAT4 Group report for teachers<br />
In addition, users will be able to choose from a range of seven additional<br />
reports, which can be purchased separately:<br />
• CAT4 Individual report for teachers<br />
• CAT4 Individual report for students<br />
• CAT4 Individual report for parents<br />
• CAT4 Summary report for senior<br />
leaders<br />
• CAT4 Summary presentation for<br />
senior leaders (this is in<br />
PowerPoint® format)<br />
• CAT4 Excel report<br />
• CAT4 Cluster report.<br />
Example from CAT4 Group Report for Teachers – Level D<br />
12
REASONING<br />
NEW! Cognitive Abilities Test: Fourth Edition (CAT4)<br />
Cognitive Abilities Test Attitudinal Survey (CATAS)<br />
To coincide with the launch of CAT4, GL Assessment has collaborated<br />
with the highly respected Centre for Successful Schools, Keele<br />
University, to create an attitudinal survey that may be used alongside<br />
CAT4 Levels D, E or F measures attitudes to different aspects of school<br />
life, offering an effective way of finding out what Y7–Y9 (S1–S3) pupils<br />
think. If administered year-on-year CATAS can be used to monitor<br />
trends and changes in pupils’ attitudes and how these reflect and<br />
respond to school initiatives.<br />
Available as a paper or digital survey, CATAS has been developed in<br />
response to the need for schools to collect, analyse and evaluate<br />
evidence of pupils’ views and perceptions about the quality of their<br />
school’s provision.<br />
The addition of this short survey offers a time-efficient and effective way<br />
of finding out what pupils think. The resulting data can then be<br />
considered and evaluated alongside data on their abilities, as evidenced<br />
by CAT4. From this an enhanced picture of each individual can be built,<br />
enabling teachers to focus more on pupils’ needs and personalise<br />
pupils’ learning further.<br />
For schools requiring a more in-depth and detailed psychometric<br />
audit for pupils aged 4 -18 years, or for those looking for a<br />
reliable means of identifying and tackling low attainment,<br />
behavioural issues and poor attendance, our Pupil Attitudes to<br />
Self and School (PASS) provides the perfect solution. See pages<br />
50–52 for further details.<br />
SPECIAL OFFERS on CAT4 Reports<br />
For special offers on multiple report purchases please contact your<br />
area consultant (see pages 4-5 for details).<br />
Contents: The CAT4 Teachers Guide Pack contains: Administration Information,<br />
Scoring & Reporting details and Technical Information. Student Books and Answer<br />
Sheets are purchased separately<br />
Prices<br />
CAT4 Paper<br />
CAT4 Student Booklet<br />
*+VAT<br />
Level A 978 07087 20912/GLA500 £7.95<br />
Level B 978 07087 20929/GLA500 £7.95<br />
Level C 978 07087 20936/GLA500 £7.95<br />
Level D 978 07087 20943/GLA500 £7.95<br />
Level E 978 07087 20950/GLA500 £7.95<br />
Level F 978 07087 20967/GLA500 £7.95<br />
Level G 978 07087 20974/GLA500 £7.95<br />
CAT4 OMR Answer Sheets (Pack of 10 plus Group Header Sheet)<br />
Level A 978 07087 20998/GLA500 £12.99*<br />
Level B 978 07087 21001/GLA500 £12.99*<br />
Level C 978 07087 21018/GLA500 £12.99*<br />
Level D 978 07087 21025/GLA500 £12.99*<br />
Level E 978 07087 21032/GLA500 £12.99*<br />
Level F 978 07087 21049/GLA500 £12.99*<br />
Level G 978 07087 21056/GLA500 £12.99*<br />
CAT4 Teacher Guide Pack 978 07087 21063/GLA500 £60.00<br />
CAT4 Evaluation Pack Primary 978 07087 21070/GLA500 £23.85<br />
CAT4 Evaluation Pack Secondary 978 07087 21087/GLA500 £31.80<br />
CAT4 Digital – Individual Administration (minimum order of 10 administrations<br />
are required, includes Group report for teachers)<br />
Level A 978 07087 21100/GLA500 £8.50*<br />
Level B 978 07087 21117/GLA500 £8.50*<br />
Level C 978 07087 21124/GLA500 £8.50*<br />
Level D 978 07087 21131/GLA500 £8.50*<br />
Level E 978 07087 21148/GLA500 £8.50*<br />
Level F 978 07087 21155/GLA500 £8.50*<br />
Level G 978 07087 21162/GLA500 £8.50*<br />
CAT4 Scoring Service (including the Group report for teachers)<br />
Level A 978 07087 21278/GLA500 £5.80*<br />
Level B 978 07087 21285/GLA500 £5.80*<br />
Level C 978 07087 21292/GLA500 £5.80*<br />
Level D 978 07087 21308/GLA500 £5.80*<br />
Level E 978 07087 21315/GLA500 £5.80*<br />
Level F 978 07087 21322/GLA500 £5.80*<br />
Level G 978 07087 21339/GLA500 £5.80*<br />
CAT4 Overprinting Service 978 07087 21346/GLA500 £0.90*<br />
Additional CAT4 Reports<br />
Summary report for senior leaders 978 07087 21193/GLA500 £99.00*<br />
Summary presentation for senior<br />
leaders 978 07087 21209/GLA500 £49.00*<br />
Individual report for teachers 978 07087 21216/GLA500 £1.99*<br />
Individual report for parents 978 07087 21223/GLA500 £1.99*<br />
Individual report for students 978 07087 21230/GLA500 £1.99*<br />
Excel report 978 07087 21247/GLA500 £99.00*<br />
Cluster report 978 07087 21254/GLA500 £499.00*<br />
CATAS Digital<br />
Individual Administrations (minimum order of 10)<br />
Level D 978 07087 20349/GLA500 £1.35*<br />
Level E 978 07087 20356/GLA500 £1.35*<br />
Level F 978 07087 20363/GLA500 £1.35*<br />
CATAS Paper<br />
Pupil Booklets (pack of 10)<br />
Inclusive of Scoring Level D 978 07087 20400/GLA500 £13.50*<br />
Inclusive of Scoring Level E 978 07087 20417/GLA500 £13.50*<br />
Inclusive of Scoring Level F 978 07087 20424/GLA500 £13.50*<br />
CATAS Annual Licences are also available<br />
NEED MORE ADVICE? For help and advice or to arrange a no-obligation demonstration of CAT4 or CATAS,<br />
please call 0845 602 1937 or send an email to info@gl-assessment.co.uk.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 13
REASONING<br />
Cognitive Abilities Test: Third Edition (CAT3)<br />
David F Lohman, Elizabeth P Hagen and Robert L Thorndike; adapted by GL Assessment<br />
quick guide<br />
Age Range:<br />
7 years–17+ years<br />
Suitable for:<br />
Teachers, Exam Officers and<br />
SENCOs<br />
Administration:<br />
Group<br />
Timed:<br />
50 minutes per test battery<br />
<br />
<br />
Also Available:<br />
Pupil Attitudes to Self and<br />
School (PASS). Integrating your<br />
CAT3 results with the attitudinal<br />
results from PASS will provide you<br />
with a comprehensive<br />
understanding of a pupil’s overall<br />
ability. See pages 50–52<br />
The Cognitive Abilities Test: Third Edition (CAT3) is the UK’s most widely<br />
used test of reasoning abilities. Fully standardised, it helps identify<br />
pupils’ strengths, weaknesses and learning preferences, providing<br />
accurate, reliable and objective assessment data that is essential to the<br />
shaping of an individual’s learning. CAT3 is not about knowledge recall<br />
and requires no preparation, offering all pupils the same opportunity to<br />
show their underlying ability. Aimed at pupils between 7 years and 6<br />
months to 17+ years, CAT3 is available in both paper and digital formats<br />
and can be administered individually or as a group test.<br />
CAT3 measures the three principle areas of reasoning – verbal, nonverbal<br />
and quantitative – as well as an element of spatial ability, allowing<br />
teachers and SENCOs to test the full range within an entire class or<br />
year.<br />
Rich data provided by CAT3 gives a comprehensive profile of pupils’<br />
reasoning abilities, producing standardised scores for each of the three<br />
abilities. This data can be used to build an understanding of an<br />
individual’s potential and learning style and to inform the development of<br />
effective teaching and learning programmes and interventions. Pupils<br />
will benefit through more effective target-setting that ensures the right<br />
degree of challenge. The CAT3 results are also invaluable for providing<br />
feedback directly to pupils and their parents, as well as governors and<br />
school administrators.<br />
Did you know?<br />
Over 50% of<br />
secondary schools in<br />
the UK take CAT3<br />
every year! For many,<br />
it has proved a robust<br />
and reliable<br />
alternative for KS3<br />
National Tests<br />
Why use CAT3?<br />
• Provides indicators of outcomes at Key Stages 2, 3 and 4, 30 GCSEs,<br />
19 AS/A level subject indicators and Scottish Standard Grades 3 Int 1<br />
and 5 Int 2<br />
• Identifies a pupil’s individual strengths, needs and learning preferences,<br />
providing you with a complete profile of their ability<br />
• Monitors trends or changes in the ability profile of an intake over time,<br />
allowing you to measure the added value that your school achieves<br />
• Standardised scores allow you to compare your pupils’ results along<br />
with group/class comparisons<br />
• Informs target-setting, the development of individual learning plans and<br />
aids the implementation of more timely intervention strategies<br />
• Provides a sound basis for comparisons over time<br />
CAT3 Level Age Group England & Wales Scotland Northern Ireland<br />
A 7:06 to 9:11 Year 4 Primary 5 Year 5 (P5)<br />
B 8:06 to 10:11 Year 5 Primary 6 Year 6 (P6)<br />
C 9:06 to 11:11 Year 6 Primary 7 Year 7 (P7)<br />
D 10:06 to 12:11 Year 7 Secondary 1 Year 8 (F1)<br />
E 11:06 to 13:11 Year 8 Secondary 2 Year 9 (F2)<br />
F 12:06 to 14:11 Year 9 Secondary 3 Year 10 (F3)<br />
G 13:06 to 15:11 Year 10 Secondary 4 Year 11 (F4)<br />
H 14:06 to 17:00+ Year 11 + Secondary 5+ Year 12 (F5)+<br />
. . . and CAT3 Digital?<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
• CAT3 Digital removes the burden of test administration, as all<br />
practice, instructions and timings are computer-administered<br />
• Instant scoring gives you results at the touch of a button, saving you<br />
hours of marking time<br />
• Instant diagnostic reports are delivered straight to your desktop,<br />
enabling you to analyse results with ease and integrate them with<br />
other school information<br />
• Computer-based assessment often feels less daunting for pupils and<br />
fast feedback is proven to be more motivating<br />
14
REASONING<br />
Each question has a sentence with one word left out. Look at the answer choices<br />
and choose the word that completes the sentence. Look at the example.<br />
A sudden gust of _________ knocked over our picnic table.<br />
Answer Options: sun water light wind heat<br />
Pupils are required to select the one word from the five options presented that<br />
sensibly fills a gap in the sentence.<br />
Example questions from CAT3 Verbal Reasoning – Level A (7:06 to 9:11 years)<br />
a complete approach<br />
CAT3 in our portfolio<br />
Assessment is at the heart of understanding each pupil’s potential<br />
and making informed decisions. CAT3 can be particularly powerful<br />
when used with a range of other evidence, such as <strong>assessments</strong> in<br />
core skills to identify a child’s potential and to inform targeted<br />
intervention strategies.<br />
CAT3 data provides a comprehensive profile of a pupil’s ability.<br />
Combined with data from Progress in Maths (page 44) and<br />
Progress in English (pages 32–33), ability can be compared with<br />
attainment to identify anomalies and provide additional insights into a<br />
child’s learning.<br />
CAT3, combined with our Pupil Attitudes to Self and School<br />
(PASS) (pages 50–52) attitudinal survey, can provide a complete<br />
picture of a pupil’s ability and attitudes. By providing a highly reliable<br />
measurement of nine core attitudinal factors, PASS answers many of<br />
the questions raised when there are discrepancies between<br />
attainment and CAT3 scores.<br />
Go online to view case studies, sample reports and a digital<br />
demo – www.gl-assessment.co.uk/cat<br />
CAT3 Assessment Overview Available<br />
The CAT3 Assessment Overview gives you a clear synopsis of each test,<br />
details how the assessment can be used along with a selection of sample<br />
questions and reports.<br />
Why not book a free no obligation appointment with one of<br />
our consultants to discuss our range of CAT products and<br />
services. Call 0845 602 1937 now!<br />
Contents: Teacher Guide Packs for CAT3 Paper comprise: Administration Manual,<br />
Technical Manual, Pupil Booklets (one for each level) and a sample Answer Sheet<br />
Prices<br />
*+VAT<br />
CAT3 Paper<br />
Teacher Guide Pack Levels A–D 978 07087 11101/GLA500 £51.50<br />
Teacher Guide Pack Levels C–F 978 07087 11118/GLA500 £51.50<br />
Teacher Guide Pack Levels G–H 978 07087 11361/GLA500 £51.50<br />
Pupil Booklet A 978 07087 11149/GLA500 £7.95<br />
Pupil Booklet B 978 07087 11156/GLA500 £7.95<br />
Pupil Booklet C 978 07087 11125/GLA500 £7.95<br />
Pupil Booklet D 978 07087 11132/GLA500 £7.95<br />
Pupil Booklet E 978 07087 11163/GLA500 £7.95<br />
Pupil Booklet F 978 07087 11170/GLA500 £7.95<br />
Pupil Booklet G 978 14060 52145/GLA500 £7.95<br />
Pupil Booklet H 978 14060 52152/GLA500 £7.95<br />
Answer Sheet A (Pack of 10) 978 07087 11187/GLA500 £12.05*<br />
Answer Sheet B (Pack of 10) 978 07087 11194/GLA500 £12.05*<br />
Answer Sheet C (Pack of 10) 978 07087 11200/GLA500 £12.05*<br />
Answer Sheet D (Pack of 10) 978 07087 11217/GLA500 £12.05*<br />
Answer Sheet E (Pack of 10) 978 07087 11224/GLA500 £12.05*<br />
Answer Sheet F (Pack of 10) 978 07087 11231/GLA500 £12.05*<br />
Answer Sheet G (Pack of 10) 978 14060 52169/GLA500 £12.05*<br />
Answer Sheet H (Pack of 10) 978 14060 52176/GLA500 £12.05*<br />
Administration Manual A–F 978 07087 11248/GLA500 £40.00<br />
Administration Manual G–H 978 14060 52190/GLA500 £40.00<br />
Technical Manual A–H 978 07087 11255/GLA500 £40.00<br />
CAT3 Assessment Overview GLA203 F.O.C<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
See page 17–18 for prices on our CAT3 Interpretation & Analysis services<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 15
REASONING<br />
CAT3 Digital<br />
CAT3 Scoring & Reporting Service<br />
Offering the same validity and robustness as its paper-based equivalent,<br />
CAT3 Digital gives teachers and pupils faster results, a more motivating<br />
test experience and greater flexibility in administering the tests.<br />
Powered by GL Assessment’s unique online assessment platform,<br />
Testwise, CAT3 Digital is easy to use for pupils and teachers alike.<br />
Automatic scoring means that results are delivered at the touch of a<br />
button, significantly reducing teacher workload. Detailed reports can be<br />
created instantly and delivered straight to teachers’ desktops, providing<br />
them with more time to review the reports and take appropriate action.<br />
Reports are available as PDF and Excel files and results can be<br />
exported directly into a School’s Information System.<br />
“Students’ CAT3 scores are an essential part of getting the<br />
target-setting process right as they provide us with a wealth of<br />
information on each child’s individual strengths and<br />
weaknesses.”<br />
Des Deehan, Head Teacher, Weald of Kent Grammar<br />
Marking, managing and interpreting your data is made easy with our<br />
CAT3 Scoring & Reporting Service. CAT3 scores are bought to life<br />
through a wide variety of reports, enabling teachers, SENCOs and other<br />
<strong>educational</strong> professionals to build a comprehensive picture of a pupil<br />
and his or her learning needs. Traditionally, these services have been<br />
administered by post. However, our recently launched Testwise<br />
Reporting System (TRS) has transformed them into a fully functional<br />
online service, reducing the turnaround time for reports even further and<br />
enabling easy ordering of additional reports. Data files and even PDF<br />
reports of pupils’ profiles can also be imported directly into your School<br />
Information System, giving teachers and school management teams<br />
immediate and easy access to detailed pupil portfolios in addition to test<br />
scores.<br />
Why use CAT3 Scoring & Reporting Service?<br />
• It makes analysis simpler, quicker and more focused<br />
• Guarantees a much higher level of accuracy in the marking,<br />
interpretation and calculation of scores<br />
• Delivers scores and reports within a maximum of 15 working days after<br />
receipt, ensuring there is no long wait before the assessment data can<br />
be fed back into the classroom<br />
• Stores your data on a secure system<br />
• Makes it possible to log in to the system at<br />
any time to check the status of your order<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
CAT Digital Non-verbal Reasoning: Figure Analysis Q2 of 18<br />
Level D (10:06 – 12:11 years)<br />
Prices<br />
*+VAT<br />
CAT3 Digital<br />
Individual Administration Minimum order of 10 administrations required<br />
Level A 978 14060 52220/GLA500 £7.50*<br />
Level B 978 14060 52237/GLA500 £7.50*<br />
Level C 978 14060 52244/GLA500 £7.50*<br />
Level D 978 14060 52251/GLA500 £7.50*<br />
Level E 978 14060 52268/GLA500 £7.50*<br />
Level F 978 14060 52275/GLA500 £7.50*<br />
Level G 978 07087 13716/GLA500 £7.50*<br />
Level H 978 07087 13730/GLA500 £7.50*<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
See pages 17–18 for prices on our CAT3 Interpretation & Analysis services<br />
Prices<br />
*+VAT<br />
CAT3 Scoring & Reporting Service<br />
Standard Scoring Service<br />
Level A Answer Sheet 978 14060 51957/GLA500 £2.11 per test*<br />
Level B Answer Sheet 978 14060 51964/GLA500 £2.11 per test*<br />
Level C Answer Sheet 978 14060 51971/GLA500 £2.11 per test*<br />
Level D Answer Sheet 978 14060 51988/GLA500 £2.11 per test*<br />
Level E Answer Sheet 978 14060 51995/GLA500 £2.11 per test*<br />
Level F Answer Sheet 978 14060 52008/GLA500 £2.11 per test*<br />
Level G Answer Sheet 978 14060 52015/GLA500 £2.11 per test*<br />
Level H Answer Sheet 978 14060 52022/GLA500 £2.11 per test*<br />
Optional Extras<br />
Summary of Results by Merit 978 14060 52039/GLA500 52p per test*<br />
Summary of Results by Gender 978 14060 52046/GLA500 52p per test*<br />
Summary of Subtest Results 978 14060 52053/GLA500 52p per test*<br />
Cognitive Strengths and<br />
Weaknesses Profile 978 14060 60355/GLA500 52p per test*<br />
Key Stage 2 Indicators 978 14060 52060/GLA500 52p per test*<br />
Key Stage 3 Indicators 978 14060 52077/GLA500 52p per test*<br />
GCSE Indicators 978 14060 52084/GLA500 52p per test*<br />
Standard Grade Indicators 978 14060 52114/GLA500 52p per test*<br />
AS/A Level Indicators 978 14060 52138/GLA500 52p per test*<br />
School Results Data 978 14060 52091/GLA500 £99.00*<br />
LA Results Data 978 14060 52107/GLA500 £175.00*<br />
Overprinting Service 978 14060 52121/GLA500 90p per test*<br />
16
REASONING<br />
CAT Interpretation & Analysis<br />
Services<br />
For users of Cognitive Abilities Test 3 (CAT3), GL Assessment has<br />
developed a series of CAT3 Interpretation & Analysis Services, a flexible<br />
support programme to help schools maximise their use of CAT data in<br />
their learning and teaching.<br />
To enable customers to choose a level of support that best suits their<br />
own specific requirements, three different kinds of service are available:<br />
• CAT3 Workshop<br />
• CAT3 Strategic Report<br />
• CAT3 Consultancy Service.<br />
All services are delivered by accredited facilitators who offer extensive<br />
experience at senior leadership level and have worked with schools on<br />
the use of data to inform school improvement and review. They are also<br />
well practised in the use of CAT.<br />
A range of Interpretation & Analysis Services are also available for the<br />
new CAT4 (pages 10–13) – more information overleaf.<br />
Why use CAT Interpretation & Analysis<br />
Services?<br />
• They help schools gain full benefit from the powerful assessment<br />
contained within CAT.<br />
• Schools are in a better position to embed fully the power of CAT<br />
predictions into teaching and learning.<br />
• Results can help identify and meet the learning needs of every pupil.<br />
• They provide an objective view of your school’s progress towards<br />
improvement goals and enable schools to more easily address whole<br />
school strategic planning.<br />
• All CAT Interpretation & Analysis Services carry the ISO quality<br />
management standard. In addition, our ISO 27001 accreditation<br />
means that your data is safe with us.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 17
REASONING<br />
CAT Interpretation & Analysis<br />
Services<br />
CAT3 Workshop<br />
Designed for up to 15 participants and especially suited to school<br />
clusters, federations and academy chains, our CAT3 Workshop builds<br />
the capacity of participants and schools to fully understand and<br />
interrogate their CAT3 data.<br />
It is aimed at participants who are already familiar with the<br />
administration of CAT3, but are looking for a deeper insight into the<br />
interpretation and analysis of the data. The workshop is carried out on a<br />
school’s own premises.<br />
Ideal for use at an INSET day or as a twilight session, the workshop<br />
provides a thorough examination of sample sets of CAT3 data and<br />
reports. Participants will also benefit from explanations of statistical<br />
terminology and clarification on who should receive your CAT3 data,<br />
when and for what purpose. The benefits of using CAT3 alongside other<br />
standardised datasets are also explored (e.g. Fischer Family Trust (FFT)<br />
data).<br />
£<br />
£<br />
Half-day: £595 + VAT<br />
Full-day: £895 + VAT<br />
Maximum of 15 participants per workshop.<br />
CAT3 Strategic Report<br />
The CAT3 Strategic Report is a time efficient and cost effective<br />
summary of your school’s existing CAT3 data for a specific level and/or<br />
year group. Written as a school-specific report, it summarises the main<br />
points and key questions highlighted by the data, providing you with a<br />
wealth of valuable information that can be used more strategically to<br />
inform decisions at individual and school level. As such, it saves you<br />
considerable time, removing the burden of analysing reams of pupil<br />
data.<br />
The comprehensive report provides a clear focus on the implications for<br />
learning and teaching, based on exemplar pupil profiles, alongside a<br />
narrative summary of all group reports.<br />
£<br />
£2.05 + VAT per pupil<br />
(Subject to a minimum price of £50 and a maximum of £295)<br />
Gender and test battery<br />
analysis for CAT Level D<br />
CAT3 Consultancy Service<br />
Available together with the CAT3 Strategic Report or to schools that<br />
have previously received a CAT3 Strategic Report, our CAT3<br />
Consultancy Service is the ideal choice for schools looking for an even<br />
deeper and more strategic level of analysis than is possible through the<br />
CAT3 Workshop.<br />
As part of the service, your school is partnered with a skilled and<br />
experienced facilitator who works closely with the School Leadership<br />
Team (SLT) to analyse in detail the priorities, strategies and processes<br />
that address the key questions arising from the CAT3 Strategic Report,<br />
taking into account other school-specific information.<br />
In addition to a half-day meeting with the SLT, schools receive a final<br />
enhanced school-specific summary identifying the key questions and<br />
plans for improvement agreed at the visit.<br />
£<br />
£695 + VAT<br />
(If combined with the CAT Strategic Report, up to £200 spent on<br />
the report can be offset against the CAT Consultancy Service)<br />
Interpretation & Analysis Services for CAT4<br />
GL Assessment also offers comprehensive Interpretation & Analysis<br />
Services for the brand new CAT4 (pages 10–13). Throughout the<br />
2012/13 academic year, customers can choose between the CAT4<br />
Workshop and CAT4 Consultancy Service. Like its CAT3 equivalent, the<br />
CAT4 Consultancy Service involves partnership with a skilled facilitator<br />
who, together with the SLT, examines a school’s CAT4 reports, focusing<br />
on the strategic implications for school improvement and helping to<br />
identify and prioritise next steps. For the CAT4 Consultancy Service, a<br />
Strategic Report is currently not required.<br />
For further information, please contact us:<br />
T: 0845 602 1937 E: pds@gl-assessment.co.uk<br />
Professional Development Modules<br />
In addition to our CAT Interpretation & Analysis Services, we also offer<br />
63 Professional Development Modules (pages 72–73), including four<br />
modules that help schools get more from their CAT data. These<br />
modules are provided by GL Performance, our school improvement<br />
division, and are available for both CAT3 and CAT4.<br />
While the remaining 59 modules do not focus on CAT specifically, many<br />
of these may come into consideration for schools as a ‘next step’ in the<br />
continual drive for school improvement on the back of the findings from<br />
the CAT Consultancy Service.<br />
Go online for a detailed overview of all modules –<br />
www.gl-performance.co.uk/pds<br />
18
REASONING<br />
Further Education Reasoning Test<br />
Digital<br />
David F Lohman, Elizabeth P Hagen and Robert L Thorndike<br />
quick guide<br />
Age Range:<br />
16+ Years<br />
Suitable for:<br />
Teachers, Lecturers,<br />
Tutors and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
80 minutes<br />
Group summary of<br />
strengths/weaknesses profile and<br />
Individual student profile<br />
The Further Education Reasoning Test Digital (FERT Digital) is a<br />
computer based standardised assessment that measures key cognitive<br />
abilities and can be used to identify student potential and learning styles.<br />
The test measures the three principal forms of reasoning – verbal, non<br />
verbal and quantitative, allowing the pupil to be tested on the full range<br />
of abilities in a single session<br />
It is designed to assess the potential of students who are entering, or<br />
are in sixth form, further or higher education colleges. The results give<br />
an indication of how students assimilate new information and highlight<br />
their thinking skills above and beyond their formal literacy and<br />
mathematical abilities.<br />
Why use FERT?<br />
Reasoning 5-7 Test Series<br />
Pauline Smith and Crescentius Fernandes<br />
quick guide<br />
Age Range:<br />
4 years – 8 years<br />
Suitable for:<br />
SENCOs and teachers<br />
Administration:<br />
Group<br />
Timed:<br />
30 -40 minutes<br />
The Reasoning 5-7 Test Series is<br />
an effective way of assessing<br />
both verbal and non-verbal<br />
reasoning in primary school<br />
pupils. It helps to assess their<br />
future potential and acts as a<br />
reliable baseline test to inform<br />
teachers about the cognitive<br />
abilities of their pupils. It is a<br />
standardised assessment series<br />
that tests pupils’ facility with<br />
language and content-free visual<br />
information to measure their wider<br />
reasoning ability.<br />
Reasoning 5-7 doesn’t require any reading by the pupils, with the verbal<br />
section comprising orally-administered questions and pictorial response<br />
options. Non-Verbal Reasoning 6 and 7 also involve no reading and<br />
provide insight into the abilities of those who struggle with reading, who<br />
seem to lack motivation, or who have English as an additional language.<br />
The results give an indication of how pupils assimilate new information, and<br />
highlight their skills in verbal thinking above and beyond their formal literacy<br />
abilities. They also highlight pupils’ abilities to acquire new concepts and<br />
information that may not be evident from their usual class work.<br />
Why use Reasoning 5-7<br />
• Acts as a baseline test for reasoning abilities<br />
• Identifies potential in all pupils, including EAL pupils<br />
• Provides a measure of pupils’ potential to learn across the curriculum<br />
• Feeds perfectly into other GL Assessment’s Verbal and Non-Verbal<br />
Reasoning tests for pupils aged 8–14<br />
• Standardised scores allows you to compare your pupils’ results with<br />
the national average<br />
• It provides a diagnostic profile of relative cognitive strengths and<br />
weaknesses<br />
• It is ideal for assessing the abilities of students with English as an<br />
additional language or dyslexia<br />
• Group feedback on visual-verbal preferences is given<br />
• Digital testing removes the burden of test administration, as all<br />
practice, instructions and timings are computer administered in a<br />
single test session<br />
• Instant scoring and reporting gives you results at the touch of a<br />
button<br />
Contents: Teacher Guide Packs contain: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk<br />
Prices<br />
*+VAT<br />
Individual Administration 978 07087 17769/GLA500 £5.50<br />
Set of 10 Administrations 978 14060 70644/GLA500 £55.00*<br />
Prices<br />
*+VAT<br />
Teacher Guide Pack 5 978 07087 16328/GLA500 £21.75<br />
Teacher Guide Pack 6 978 07087 16335/GLA500 £21.75<br />
Teacher Guide Pack 7 978 07087 16342/GLA500 £21.75<br />
Pupil Booklet 5 (Pack of 10) 978 07087 16359/GLA500 £17.50*<br />
Pupil Booklet 6 (Pack of 10) 978 07087 16373/GLA500 £17.50*<br />
Pupil Booklet 7 (pack of 10) 978 07087 16397/GLA500 £17.50*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 19
REASONING<br />
Verbal Reasoning<br />
Neil Hagues and Denise Courtenay<br />
quick guide<br />
Age Range:<br />
8–13 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
40–50 minutes<br />
<br />
<br />
NB: Combine Verbal Reasoning<br />
and Non-Verbal Reasoning to<br />
provide a baseline test for<br />
reasoning ability<br />
Available in both paper and digital formats Verbal Reasoning is suitable<br />
for pupils aged 8 to 13 years and can be administered individually or in<br />
a group setting. These standardised tests measure a pupil’s ability to<br />
engage with the language medium in order to identify their wider<br />
reasoning ability and potential.<br />
Verbal Reasoning highlights pupils’ skills in verbal thinking above and<br />
beyond their formal literacy abilities and can be used alone or as part of<br />
a wider assessment programme. The results provide teachers and<br />
SENCOs with an indication of how a pupil assimilates new information<br />
that may not be evident from their usual class work.<br />
The series covers various types of questions, testing vocabulary, verbal<br />
analogies, logical reasoning, symbol manipulation using letters, numbers<br />
and words in sentences.<br />
Verbal Reasoning Digital offers the same quality, rigour and reliability as<br />
its paper-based equivalent, with the added benefit of automatic scoring,<br />
a more motivating test experience and instant diagnostic reports<br />
Practice item from Verbal Reasoning 10 & 11<br />
delivered at the touch of a button.<br />
The diagnostic reports illustrate<br />
information such as:<br />
• Pupils’ results by Standard Age<br />
Score<br />
• Comparison of group with<br />
national scores<br />
• Comparison of pupil results by<br />
criteria including gender,<br />
ethnicity and free school meals<br />
• Key Stage 2 and 3 National<br />
Curriculum Level Indicators<br />
20
REASONING<br />
Why use Verbal Reasoning?<br />
• The assessment highlights pupils’ skills in verbal thinking above and<br />
beyond their formal literacy skills<br />
• You will obtain a measure of your pupils’ potential to learn across the<br />
curriculum using the English language<br />
• You will be able to compare your pupils’ results with the national<br />
average through the identification of Standard Age Scores<br />
• Results can be used to aid individual target-setting and learning<br />
programmes<br />
• End of Key Stage 2 and 3 indicators are available<br />
. . . and Verbal Reasoning Digital?<br />
• Digital testing removes the burden of test administration, as all practice,<br />
instructions and timings are computer-administered<br />
• Instant scoring gives you results at the touch of a button, saving you<br />
hours of marking time<br />
Item from Verbal Reasoning 8 & 9 Digital<br />
• Instant diagnostic reports are delivered straight to your desktop,<br />
enabling you to analyse results with ease and integrate them with other<br />
school data sets<br />
• Computer-based assessment often feels more relevant and less<br />
daunting for pupils and fast feedback is proven to be more motivating<br />
a complete approach<br />
The Online Marking Tool<br />
Our brand new Online Marking Tool (OMT) is available for Verbal<br />
Reasoning, offering a higher level of accuracy than scoring by<br />
hand and reducing marking time significantly. A range of basic<br />
reports are produced along with the option of requesting further<br />
reports and data files at an additional cost. Please call<br />
0845 602 1937 for further information.<br />
Verbal Reasoning and Non-Verbal<br />
Reasoning in our portfolio<br />
Verbal Reasoning and Non-Verbal Reasoning can be used as an<br />
alternative to the Cognitive Abilities Test (CAT) (pages 10–18),<br />
particularly for those wanting a slimmer and shorter battery to<br />
measure a pupil’s ability. The reasoning tests are ideal for use with<br />
primary children of who may find the three CAT test batteries too<br />
long.<br />
Go online to view sample reports and a digital demo –<br />
www.gl-assessment.co.uk/vrdigital<br />
Contents: Teacher Guide Packs contain: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk<br />
/vrsamples<br />
Prices<br />
*+VAT<br />
Verbal Reasoning Paper<br />
Teacher Guide Pack 8 & 9 978 07087 16793/GLA500 £21.75<br />
Teacher Guide Pack 10 & 11 978 07087 16809/GLA500 £21.75<br />
Teacher Guide Pack 12 & 13 978 07087 16816/GLA500 £21.75<br />
Pupil Booklets (Packs of 10)<br />
Pupil Booklet 8 & 9 978 07087 12047/GLA500 £17.50*<br />
Pupil Booklet 10 & 11 978 07087 12054/GLA500 £17.50*<br />
Pupil Booklet 12 & 13 978 07087 12061/GLA500 £17.50*<br />
Verbal Reasoning Digital<br />
Individual licences<br />
Verbal Reasoning 8 & 9 Digital 978 07087 19442/GLA500 £3.60*<br />
Verbal Reasoning 10 & 11 Digital 978 07087 19459/GLA500 £3.60*<br />
Verbal Reasoning 12 & 13 Digital 978 07087 19446/GLA500 £3.60*<br />
Verbal Reasoning 8 & 9 Digital &<br />
Non-Verbal Reasoning 8 & 9 Digital 978 07087 19411/GLA500 £6.20*<br />
Verbal Reasoning 10 & 11 Digital &<br />
Non-Verbal Reasoning 10 & 11 Digital 978 07087 19428/GLA500 £6.20*<br />
Verbal Reasoning 12 & 13 Digital &<br />
Non-Verbal Reasoning 12–14 Digital 978 07087 19435/GLA500 £6.20*<br />
Minimum order of 10 administrations required<br />
Online Marking Tool 978 14060 75090/GLA500 £80.00*<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 21
REASONING<br />
Non-Verbal Reasoning<br />
Pauline Smith and Neil Hagues<br />
quick guide<br />
Age Range:<br />
8–14 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
40–45 minutes<br />
<br />
<br />
NB: Combine Non-Verbal<br />
Reasoning and Verbal Reasoning<br />
to provide a baseline test for<br />
reasoning ability<br />
Available in both paper and digital formats<br />
Non-Verbal Reasoning is suitable for pupils<br />
aged 8 to 14 years and can be administered<br />
individually or in a group setting. These<br />
standardised tests measure a pupil’s ability to<br />
engage with context-free visual information in order to identify their<br />
wider reasoning ability and potential.<br />
Non-Verbal Reasoning 8–14 involves no reading, so can provide insight<br />
into the abilities of pupils who think more easily in images than words<br />
and those who have limited reading skills, for example dyslexics, poorly<br />
motivated pupils who haven’t learned to read, or those who speak<br />
English as an Additional Language (EAL).<br />
These standardised <strong>assessments</strong> offer a reliable indication of how easily<br />
a pupil may acquire new concepts in a wide range of subjects including<br />
Maths, Science and Design and Technology. A short practice test<br />
ensures that all pupils understand what is expected of them before they<br />
start the test.<br />
Non-Verbal Reasoning Digital offers the same quality, rigour and<br />
reliability as its paper-based equivalent, with the added benefit of<br />
automatic scoring, a more motivating test experience and instant<br />
diagnostic reports delivered at the touch of a button. The diagnostic<br />
reports illustrate information such as:<br />
• Pupils’ results by Standard Age Score<br />
• Comparison of group with national scores<br />
• Comparison of pupil results by criteria including gender,<br />
ethnicity and free school meals<br />
• Key Stage 1 and 2 National Curriculum Level Indicators<br />
The Online Marking<br />
Tool<br />
Our brand new Online Marking<br />
Tool (OMT) is available for Non-<br />
Verbal Reasoning, offering a higher<br />
level of accuracy than scoring by<br />
hand and reducing marking time<br />
significantly. A range of basic<br />
reports are produced along with<br />
the option of requesting further<br />
reports and data files at an<br />
additional cost. Please call 0845<br />
602 1937 for further information.<br />
Practice item from<br />
Non-Verbal Reasoning 10 & 11<br />
22
REASONING<br />
Why use Non-Verbal Reasoning?<br />
• Non-Verbal Reasoning is ideal for helping you assess the abilities of<br />
dyslexic pupils or others who are stronger at thinking via the visual<br />
medium, particularly as it involves no reading<br />
• Identifies the potential in all pupils as the assessment is word-free and<br />
non-culturally specific, and therefore not biased towards any social,<br />
cultural or linguistic group<br />
• You will be able to compare your pupils’ results with the national<br />
average through the identification of Standard Age Scores<br />
• It is suitable for pupils with English as an Additional Language (EAL)<br />
. . . and the digital versions?<br />
• Digital testing removes the burden of test administration, as all practice,<br />
instructions and timings are computer-administered<br />
• Instant scoring gives you results at the touch of a button, saving you<br />
hours of marking time<br />
• Instant diagnostic reports are delivered straight to your desktop,<br />
enabling you to analyse results with ease and integrate them with other<br />
school data sets<br />
• Computer-based assessment often feels more relevant and less<br />
daunting for pupils and fast feedback is proven to be more motivating<br />
Item from Non-Verbal Reasoning 8 & 9 Digital<br />
Contents: Teacher Guide Packs contain: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk<br />
/nvrsamples<br />
a complete approach<br />
Non-Verbal Reasoning and Verbal<br />
Reasoning in our portfolio<br />
Non-Verbal Reasoning and Verbal Reasoning can be used as an<br />
alternative to the Cognitive Abilities Test (CAT) (pages 10–18),<br />
particularly for those wanting a slimmer and shorter battery to<br />
measure a pupil’s ability. The reasoning tests are ideal for use with<br />
primary children of who may find the three CAT test batteries too long.<br />
Go online to view sample reports and a digital demo –<br />
www.gl-assessment.co.uk/nvrdigital<br />
Spatial Reasoning<br />
Spatial Reasoning is still available to purchase. The standardised<br />
assessment series for pupils aged 6-14 tests a pupil’s ability to visualise<br />
shapes and patterns and to think in three dimensions. The assessment<br />
helps identify pupils with a visual thinking bias who may find words a<br />
barrier to realising their potential. Visit www.gl-assessment.co.uk/<br />
spatialreasoning for further details.<br />
Prices<br />
*+VAT<br />
Non-Verbal Reasoning Paper<br />
Teacher Guide Pack 8 & 9 978 07087 16694/GLA500 £21.75<br />
Teacher Guide Pack 10 & 11 978 07087 16700/GLA500 £21.75<br />
Teacher Guide Pack 12–14 978 07087 16717/GLA500 £21.75<br />
Pupil Booklets (Packs of 10)<br />
Pupil Booklet 8 & 9 978 07087 11552/GLA500 £21.75*<br />
Pupil Booklet 10 & 11 978 07087 11569/GLA500 £21.75*<br />
Pupil Booklet 12–14 978 07087 11576/GLA500 £21.75*<br />
Non-Verbal Reasoning Digital<br />
Individual licences<br />
Non-Verbal Reasoning 8 & 9 Digital 978 07087 19381/GLA500 £3.60*<br />
Non-Verbal Reasoning 10 & 11 Digital 978 07087 19398/GLA500 £3.60*<br />
Non-Verbal Reasoning 12–14 Digital 978 07087 19404/GLA500 £3.60*<br />
Verbal Reasoning 8 & 9 Digital &<br />
Non-Verbal Reasoning 8 & 9 Digital 978 07087 19411/GLA500 £6.20*<br />
Verbal Reasoning 10 & 11 Digital &<br />
Non-Verbal Reasoning 10 & 11 Digital 978 07087 19428/GLA500 £6.20*<br />
Verbal Reasoning 12 & 13 Digital &<br />
Non-Verbal Reasoning 12–14 Digital 978 07087 19435/GLA500 £6.25*<br />
Minimum order of 10 administrations required<br />
Spatial Reasoning<br />
Teacher Guide Pack 6 & 7 978 07087 16755/GLA500 £22.00<br />
Teacher Guide Pack 8 & 9 978 07087 16762/GLA500 £22.00<br />
Teacher Guide Pack 10 & 11 978 07087 16779/GLA500 £22.00<br />
Teacher Guide Pack 12–14 978 07087 16786/GLA500 £22.00<br />
Pupil Booklets (Packs of 10)<br />
Pupil Booklet 6 & 7 978 07087 11941/GLA500 £16.00*<br />
Pupil Booklet 8 & 9 978 07087 11958/GLA500 £16.00*<br />
Pupil Booklet 10 & 11 978 07087 11965/GLA500 £16.00*<br />
Pupil Booklet 12–14 978 07087 11972/GLA500 £16.00*<br />
Online Marking Tool 978 14060 75083/GLA500 £80.00*<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 23
LITERACY<br />
New Group Reading Test<br />
Bethan Burge, Ben Styles, Bernadetta Bizyska, Louise Cooper, Yarim Shamsan, Fancesca Saltini<br />
and Liz Twist. National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
6–16 years<br />
Suitable for:<br />
Teachers, Literacy Co-ordinators,<br />
SENCOs and Educational<br />
Psychologists<br />
Administration:<br />
Group<br />
Timed:<br />
45–50 minutes<br />
Also Available:<br />
York Assessment of Reading for<br />
Comprehension: Passage<br />
Reading Primary and Secondary<br />
See pages 28–31 and British<br />
Picture Vocabulary Scale: Third<br />
Edition See page 34<br />
The New Group Reading Test (NGRT) is the third<br />
edition of the best selling Group Reading Test,<br />
developed by GL Assessment and the National<br />
Foundation for Educational Research (NFER).<br />
NGRT is an ideal screening/monitoring test for groups<br />
of pupils. It enables the assessment of reading and<br />
comprehension in a single test, helping to identify, for<br />
instance, competent readers with weak<br />
comprehension skills who would benefit from a followup<br />
individual assessment and learning support.<br />
Easy to score and administer, NGRT measures how a<br />
pupil is performing compared to their peers at national<br />
level. The addition of two new equivalent form tests for<br />
pupils aged 14 to 16 years means that, NGRT is now suitable for use with GCE/GCSE<br />
pupils, enabling progress to be tracked across the primary and secondary stages.<br />
Why use NGRT?<br />
• NGRT is the reading assessment of choice for many as it allows the<br />
assessment of reading and comprehension in a single test, whilst<br />
providing a wealth of diagnostic information<br />
• NGRT will provide you with comprehensive overview of a pupil’s<br />
reading and comprehension ability whilst identifying areas where they<br />
may be experiencing difficulties, to better inform target-setting<br />
• You will be provided with overall scores broken down into separate<br />
scale scores, showing how sentence completion scores compare to<br />
those for comprehension, allowing for the implementation of better<br />
intervention strategies<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
• The assessment is an ideal tool for monitoring progress over time and<br />
facilitates the evaluation of teaching methods<br />
• It is an ideal as a group screening test to identify those pupils who need<br />
to be assessed individually by a specialist for Access Arrangements<br />
• You will receive standard age, age equivalent scores and National<br />
Curriculum Levels for reading<br />
NGRT<br />
Year group Standardised Scores<br />
Test England & Wales Scotland Northern Ireland Years:Months<br />
Test 1 Year 1 P2 P2 5:00 – 7:03<br />
Test 2A/2B Years 2–4 P3–5 P3–5 6:00 – 10:05<br />
Test 3A/3B Years 5–8 P6–7 P6–7 9:00 – 14:05<br />
S1–2 Years 8–9<br />
Test 4A/4B Years 9–11 S3–5 Years 10–12 13:00 – 17:05<br />
Please Note – it is an offence to photocopy our<br />
Answer Sheets (except where stated).<br />
All our material is protected by copyright.<br />
24
LITERACY<br />
a complete approach<br />
New Group Reading Test Scoring & Reporting<br />
Service<br />
Marking, managing and interpreting your data is made easy with our New<br />
Group Reading Test Scoring & Reporting Service. Our comprehensive<br />
service takes the work out of using NGRT to deliver fast and accurate<br />
results in a range of reports tailored to your needs.<br />
Designed to ensure that you gain full value from the data NGRT provides,<br />
our recently launched Testwise Reporting System (TRS) has transformed<br />
the traditional service administered by post to a fully functional online<br />
service. The service guarantees a much higher level of accuracy in the<br />
marking, interpretation and calculation of scores, a reduction in the<br />
turnaround time for reports and the option to order additional reports<br />
easily. Data files in Excel and CSV format and even PDF reports can be<br />
imported directly into your School Information System, providing<br />
immediate and easy access to detailed pupil portfolios in addition to test<br />
scores.<br />
In order to subscribe to the NGRT Scoring & Reporting Service, you must<br />
pre-register, call 0845 602 1937.<br />
For schools that choose to score their own papers, a brand new Online<br />
Marking Tool (OMT) can be purchased. Please call 0845 602 1937 for<br />
further information.<br />
To make the administering and scoring of NGRT more efficient, we can<br />
overprint candidate name, date of birth and other details onto your<br />
answer sheets prior to administration of the tests. The Overprinting<br />
Service includes new booklets specifically for scoring NGRT and these<br />
must be used to enable scoring to be carried out.<br />
Group Reading Test is still available as an online assessment.<br />
Visit www.gl-assessment.co.uk/grtdigital for further details<br />
NGRT in our portfolio<br />
York Assessment of Reading for Comprehension: Passage<br />
Reading Primary and Secondary (YARC Primary and YARC<br />
Secondary) (pages 28–31) are an ideal follow-up assessment to<br />
NGRT. Whilst NGRT screens and monitors the reading ability of<br />
pupils on a group level to identify those with potential difficulties,<br />
YARC Primary and YARC Secondary will enable you to carry out<br />
and in-depth, individual assessment of a pupil’s decoding and<br />
comprehension skills. A wealth of invaluable diagnostic information<br />
on a pupil’s reading skills can be used to inform timely and<br />
appropriate intervention strategies.<br />
Contents: Teacher Guide Pack contains: Teacher’s Guide, Sample Pupil Booklets<br />
and At-a-Glance Guide for each level<br />
Prices<br />
*+VAT<br />
NGRT Paper<br />
Teacher Guide Pack 978 07087 20073/GLA500 £31.00<br />
Test 1 Pack of 10 Booklets 978 07087 20004/GLA500 £13.40*<br />
Equivalent Form Tests 2A/2B<br />
Test 2A Pack of 10 Booklets 978 07087 20011/GLA500 £13.40*<br />
Test 2B Pack of 10 Booklets 978 07087 20028/GLA500 £13.40*<br />
Equivalent Form Tests 3A/3B<br />
Test 3A Pack of 10 Booklets 978 07087 20035/GLA500 £13.40*<br />
Test 3B Pack of 10 Booklets 978 07087 20042/GLA500 £13.40*<br />
Equivalent Form Tests 4A/4B<br />
Test 4A Pack of 10 Booklets 978 07087 20059/GLA500 £13.40*<br />
Test 4B Pack of 10 Booklets 978 07087 20066/GLA500 £13.40*<br />
First Edition forms are still available:<br />
Form A (Pack of 10) 978 07087 07593/GLA500 £12.50*<br />
Form B (Pack of 10) 978 07087 07609/GLA500 £12.50*<br />
Form C (Pack of 10) 978 07087 07616/GLA500 £12.50*<br />
Form D (Pack of 10) 978 07087 07623/GLA500 £12.50*<br />
Form X (Pack of 10) 978 07087 07630/GLA500 £12.50*<br />
Form Y (Pack of 10) 978 07087 07647/GLA500 £12.50*<br />
NGRT Scoring & Reporting Service<br />
Hand Scoring 978 14060 74994/GLA500 £2.50 per test*<br />
Standard Service 978 14060 75007/GLA500 £1.35 per test*<br />
Individual Pupil Profiles 978 14060 75038/GLA500 52p per test*<br />
LA Results Data 978 14060 75021/GLA500 £175.00*<br />
Online Marking Tool 978 14060 75069/GLA500 £80.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk<br />
2
LITERACY<br />
NEW! New Group Reading Test Digital<br />
National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
7–16 years<br />
Suitable for:<br />
Teachers, Literacy Co-ordinators,<br />
SENCOs and Educational<br />
Psychologists<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
Approx 40 minutes<br />
Also Available:<br />
York Assessment of Reading for<br />
Comprehension: Passage<br />
Reading Primary and Secondary<br />
See pages 28–31<br />
With the New Group Reading Test Digital (NGRT Digital),<br />
GL Assessment has taken the power of online testing to a new level by<br />
making the test adapt to the reading ability of the student. In other<br />
words, students will see a different version of the test depending on<br />
how they are scoring as they move through the items.<br />
NGRT Digital comprises three sections: phonics, sentence completion<br />
and passage comprehension. Students enter the test according to their<br />
age and begin with the sentence completion section. Depending on<br />
their score, they will progress to either phonics tasks or a passage<br />
comprehension at a suitable level of difficulty. The difficulty is then<br />
adjusted until the student’s scores begin to show that the test is<br />
becoming too challenging.<br />
Developed by GL Assessment and the National Foundation for<br />
Educational Research (NFER), NGRT Digital is an ideal<br />
screening/monitoring test for groups of students. Its capacity to show<br />
ongoing progression and<br />
achievement of students makes it<br />
an essential tool that satisfies the<br />
literacy assessment requirements<br />
of all four UK inspection<br />
frameworks.<br />
With a testing time of<br />
approximately 40 minutes, NGRT<br />
Digital is quick and easy to<br />
administer. Standard scores, age<br />
equivalent scores and National<br />
Curriculum levels for reading are<br />
provided instantly in a group<br />
report.<br />
Example phonics<br />
question<br />
Example passage comprehension question<br />
Example sentence completion question<br />
26
LITERACY<br />
Why use NGRT Digital?<br />
• Students are not exposed to test material at an inappropriate level,<br />
making the testing process a much more positive and motivating<br />
experience<br />
• Teachers and SENCOs are provided with accurate results that reveal<br />
the level of their students’ reading ability. Students with weak skills<br />
can be tested with material at a lower level than that determined by<br />
age, while students with high level skills are presented with material<br />
that better reflects their ability<br />
• NGRT Digital is a time-efficient and accurate test of a student’s<br />
reading progress that can be administered at key points – for<br />
instance, on transfer from primary to secondary school – or used<br />
year-on-year to check progress<br />
• The assessment is ideal to screen students for additional support and<br />
will help determine what level of intervention or further assessment<br />
may be required. It can also help identify students who need to be<br />
assessed individually for Access Arrangements<br />
• NGRT Digital offers the many benefits of online testing, including ease<br />
of administration, instant scoring and reporting, and a testing<br />
environment that is often considered to be less daunting<br />
Example reports<br />
a complete approach<br />
NGRT Digital in our portfolio<br />
York Assessment of Reading for Comprehension:<br />
Passage Reading Primary and Secondary (YARC<br />
Primary and YARC Secondary) (pages 28–31) are<br />
ideal follow-up <strong>assessments</strong> to NGRT Digital. Whilst<br />
NGRT Digital screens and monitors the reading ability of<br />
pupils on a group level to identify those with potential<br />
difficulties, YARC Primary and YARC Secondary will<br />
enable you to carry out and in-depth, individual<br />
assessment of a pupil’s decoding and comprehension<br />
skills. A wealth of invaluable diagnostic information on a<br />
pupil’s reading skills can be used to inform timely and<br />
appropriate intervention strategies.<br />
Prices<br />
*+VAT<br />
NGRT Digital<br />
Single administration Form A 978 07087 20868/GLA500 £5.00*<br />
Single administration Form B 978 07087 20875/GLA500 £5.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 27
LITERACY<br />
York Assessment of Reading for Comprehension:<br />
Early Reading and Passage Reading Primary<br />
Charles Hulme, Susan E Stothard, Paula Clarke, Claudine Bowyer-Crane, Angela Harrington, Emma Truelove,<br />
Margaret J Snowling and Kate Nation, University of York, Centre for Reading and Language<br />
quick guide<br />
Age Range:<br />
4–11 years<br />
Suitable for:<br />
Literacy Co-ordinators, Learning<br />
Support Teachers, SENCOs and<br />
Educational Psychologists<br />
Administration:<br />
Individual<br />
Timed:<br />
Approx 20 minutes for<br />
each test<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
primary<br />
only<br />
Now Available:<br />
Australian edition of YARC:<br />
Early Reading and Passage<br />
Reading Primary<br />
Also Available:<br />
New Group Reading Test See<br />
pages 24–27 British Picture<br />
Vocabulary Scale: Third Edition<br />
See page 34 and Dyslexia<br />
Portfolio See page 54<br />
The York Assessment of Reading for Comprehension: Early Reading<br />
and Passage Reading Primary (YARC Primary) enables teachers,<br />
SENCOs and learning support teachers to assess their pupils’ reading<br />
from the foundations of phonics to continuous prose reading achieved<br />
at the end of primary. It is ideal for following up at an individual level<br />
after group testing and, although the two tests take only about 20<br />
minutes, a remarkable amount of invaluable diagnostic information can<br />
be gathered, covering a wide range of reading skills.<br />
The assessment is split into two tests; early reading and passage<br />
reading, which can be purchased individually or as part of the<br />
Complete Set.<br />
Early Reading<br />
The Early Reading suite comprises four short tests specifically<br />
designed for 4 to 7 year-olds or older children with reading<br />
difficulties. The tests include:<br />
• Letter Sound Knowledge<br />
• Early Word Recognition<br />
• Sound Deletion<br />
• Sound Isolation<br />
These tests assess a child’s phonological skills, alphabetic knowledge<br />
and word reading in a time-efficient and flexible way. They are among<br />
the most sensitive type of <strong>assessments</strong> for beginner readers and may<br />
be administered as a set or in different combinations up to three times<br />
during a school year, or at key points during a period of learning or<br />
intervention.<br />
Passage Reading<br />
Comprising both fiction and non-fiction texts, the passage reading test<br />
has been developed to assess the accuracy, rate and comprehension of<br />
oral reading skills in children between 5 to 11 years 11 months. A<br />
version of GL Assessment’s Single Word Reading Test (SWRT) is also<br />
included and can be administered in just a couple of minutes to<br />
determine which passages to give to an individual pupil.<br />
The test assesses a pupil’s<br />
decoding and sight reading ability,<br />
their reading fluency and how well<br />
they understand what they have<br />
read. The questions that are linked<br />
to each passage demand the use<br />
of deduction and inference<br />
(cohesive device, knowledge-based<br />
and elaborative) to arrive at the<br />
answers, giving teachers essential<br />
information about their pupils’ skills<br />
beyond that of straightforward<br />
retrieval of information.<br />
28
LITERACY<br />
Why use YARC Primary?<br />
• YARC Primary: Complete Set offers a continuous and<br />
seamless assessment of reading from age 4 to 11,<br />
providing a remarkable amount of diagnostic information<br />
• It has been developed by the Centre for Reading and Language at the<br />
University of York, one of the UK’s leading centres for research into the<br />
nature and causes of reading and language difficulties<br />
• It is ideal as a follow-up assessment at individual level, for those pupils<br />
who are identified as requiring further intervention after group testing<br />
• The tests in the Early Reading suite are especially useful for identifying<br />
underlying difficulties in phonological awareness and the acquisition of<br />
letter sounds that could hamper progress in reading<br />
• It provides standard age scores, age equivalent scores and percentile<br />
ranks for pupils aged 4 to 11 years 11 months, to help you benchmark<br />
your pupils’ reading and measure progress<br />
YARC Score Conversion Tool<br />
Example passages, Pupil Record Form,<br />
Picture Book and SWRT from YARC Primary<br />
There is a dedicated website – www.yarcsupport.co.uk –<br />
where you can find supplementary technical information,<br />
frequently asked questions, an online conversion tool and<br />
further case studies<br />
YARC Primary comes with a free online Score Conversion Tool that allows<br />
teachers and practitioners to input pupil details and raw scores and<br />
instantly receive a single page report with standard scores and percentile<br />
ranks for each part of YARC Primary that has been administered. Visit<br />
www.yarcsupport.co.uk for more details.<br />
Contents: YARC Primary Complete Set contains: Early Reading test material,<br />
Early Reading manual, Early Reading Record Forms (10). Passage Reading test<br />
material, Passage Reading manual and Passage Reading Record Forms (10)<br />
Prices<br />
*+VAT<br />
YARC Early Reading<br />
Early Reading Set 978 07087 19053/GLA500 £110.00*<br />
Early Reading Record Forms<br />
(Pack of 10) 978 07087 19060/GLA500 £11.30*<br />
Passage Reading and Early Reading materials are included in the YARC Complete Set<br />
Primary<br />
YARC Complete Set Primary 978 07087 19046/GLA500 £210.00*<br />
YARC Assessment Overview GLA122 F.O.C.<br />
YARC Passage Reading Primary<br />
Passage Reading Primary Set 978 07087 19077/GLA500 £120.00*<br />
Passage Reading Primary Record Forms<br />
(Pack of 10) 978 07087 19084/GLA500 £21.70*<br />
a complete approach<br />
YARC Primary in our portfolio<br />
YARC Primary is an ideal follow-up assessment to the New<br />
Group Reading Test (NGRT) (pages 24–27). Whilst NGRT<br />
screens and monitors the reading ability of pupils on a group level<br />
to identify those with potential difficulties, YARC Primary will<br />
enable you to carry out and in-depth, individual assessment of a<br />
pupil’s decoding and comprehension skills. A wealth of invaluable<br />
diagnostic information on a pupil’s reading skills can be used to<br />
inform timely and appropriate intervention strategies.<br />
YARC Primary is particularly useful in identifying a pupil’s eligibility<br />
for additional time for Access Arrangements at Key Stage 2,<br />
Combining YARC Primary with the British Picture Vocabulary<br />
Scale: 3rd Edition (page 34), provides a quick and easy<br />
assessment of vocabulary, an element essential to success in<br />
reading.<br />
YARC Primary is also particularly useful when combined with our<br />
Dyslexia Portfolio (page 54), to identify pupils who are<br />
displaying the signs of dyslexia, so that measures can be put in<br />
place quickly to support their achievement in literacy.<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 29
LITERACY<br />
York Assessment of Reading for Comprehension:<br />
Passage Reading Secondary<br />
Susan E Stothard, Margaret J Snowling, Paula Clarke, Claudine Bowyer-Crane, Angela Harrington,<br />
Patrick Barmby and Charles Hulme, University of York, Centre for Reading and Language<br />
quick guide<br />
Age Range:<br />
11–16 years<br />
Suitable for:<br />
Learning Support<br />
Teachers, SENCOs, Heads of<br />
English and Educational<br />
Psychologists<br />
Administration:<br />
Individual<br />
Timed:<br />
20–30 minutes<br />
Secondary<br />
only<br />
Now Available:<br />
Australian Edition of YARC:<br />
Passage Reading Secondary<br />
now available<br />
Also Available:<br />
New Group Reading Test See<br />
pages 24–27 and Dyslexia<br />
Portfolio See page 54<br />
The York Assessment of Reading for<br />
Comprehension: Passage Reading Secondary<br />
(YARC Secondary) provides <strong>assessments</strong> of<br />
the essential components of reading for<br />
students aged 11 to 16. The test can be used<br />
to assess accuracy, fluency and<br />
comprehension and offers qualitative<br />
information about students’ inferencing skills.<br />
YARC Secondary comprises a series of prose<br />
passages – both fiction and non-fiction and<br />
can be used to assess and monitor student<br />
progress, which in turn allows the identification<br />
of reading problems. It may also be used as<br />
part of a comprehensive diagnostic<br />
assessment for education planning, for<br />
benchmarking your pupils’ reading and has a<br />
role to play in assessing the eligibility for<br />
Access Arrangements for national<br />
examinations such as GCSEs.<br />
A version of GL Assessment Single Word Reading Test (SWRT) is also<br />
part of the assessment. This can be administered in just a couple of<br />
minutes to determine which passage to give to an individual student,<br />
ensuring the assessment remains targeted and time-efficient. The test<br />
also includes two supplementary passages that are at an easier level for<br />
students who are still experiencing decoding difficulties.<br />
The test takes only 20-30 minutes to administer and from this a<br />
remarkable amount of valuable information can be gathered, including<br />
standard scores, age equivalent scores and percentile ranks for<br />
comprehension, rate and fluency.<br />
YARC Score Conversion Tool<br />
YARC Secondary comes with a free online Score Conversion Tool that<br />
allows teachers to input student details and raw scores and instantly<br />
receive a single page report with standard scores, age equivalent scores<br />
and percentile ranks for each part of YARC Secondary that has be<br />
administered. Visit www.yarcsupport.co.uk for more details.<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
There is a dedicated<br />
website –<br />
www.yarcsupport.co.uk –<br />
where you can find<br />
supplementary technical<br />
information, frequently<br />
asked questions, an online<br />
conversion tool and<br />
further case studies<br />
30
LITERACY<br />
Why use YARC Secondary?<br />
• YARC Secondary assesses the essential components of reading,<br />
providing valuable diagnostic insight into a student’s ability<br />
• It has been developed by the Centre for Reading and Language at the<br />
University of York, one of the UK’s leading centres for research into the<br />
nature and causes of reading and language difficulties<br />
• It is an appropriate assessment post- and pre- intervention offering an<br />
independent, objective assessment of effectiveness<br />
• YARC Secondary is an ideal tool for assessing reading (decoding) and<br />
comprehension skills in students with English as an Additional<br />
Language (EAL)<br />
• Separate scores are provided for summarisation and comprehension<br />
enabling you to examine profiles of strengths and weaknesses<br />
• It is ideal for Access Arrangements for GCSE and other national<br />
examinations<br />
a complete approach<br />
YARC Secondary in our portfolio<br />
YARC Secondary is an ideal follow-up assessment to the New<br />
Group Reading Test (NGRT) (pages 24–27). Whilst NGRT screens<br />
and monitors the reading ability of students on a group level to identify<br />
those with potential difficulties, YARC Secondary will enable you to<br />
carry out an in-depth, individual assessment of a student’s reading<br />
accuracy, fluency and comprehension skills across the secondary<br />
phase. The wealth of valuable diagnostic information provided by<br />
YARC Secondary can be used to inform timely and appropriate<br />
intervention strategies.<br />
Access Arrangements refer to the accommodations made by<br />
examination boards for students with special <strong>educational</strong> needs<br />
(SEN) and disabilities. Specific arrangements depend upon the nature<br />
and severity of the student’s difficulties. YARC Secondary is an ideal<br />
tool for assessing Access Arrangements for GCSE examinations at<br />
Key Stage 4. It provides a number of measures for this purpose:<br />
reading accuracy (Single Word Reading Test), reading rate (Passage<br />
Reading) and reading fluency (Reading Fluency).<br />
Like YARC Primary, YARC Secondary sits particularly well with our<br />
Dyslexia Portfolio (page 54) to identify pupils who are showing<br />
signs of dyslexia.<br />
Example passages, summarisation<br />
sheet and SWRT from YARC<br />
Secondary<br />
Contents: YARC Secondary Complete Set contains: Passage Reading test material,<br />
Passage Reading manual and Passage Reading Record Forms (15)<br />
Prices<br />
*+VAT<br />
YARC Passage Reading Secondary<br />
Complete Set 978 07087 20288/GLA500 £195.00*<br />
YARC Passage Reading Forms<br />
Secondary (Pack of 10) 978 07087 19626/GLA500 £21.70*<br />
YARC Secondary Overview GLA206 F.O.C<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 31
LITERACY<br />
Progress in English<br />
Catherine Kirkup, Anastassia Triga, Tessa Reardon and Marian Sainsbury, National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
Paper: 5–14 years<br />
Digital: 7–11 years<br />
Suitable for:<br />
Teachers, Literacy Co-ordinators<br />
and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timings:<br />
Untimed, approx 1 hour<br />
<br />
<br />
Progress in English (PiE) tests a pupil’s reading and writing ability, and<br />
has become established as the standardised English assessment of<br />
choice in many schools.<br />
The structure and content of the group test allow for pupils to be tested<br />
annually, often used summatively at the end of the year. PiE comprises<br />
two forms. The Short Form contains two themed reading<br />
comprehension passages (fiction and non-fiction) and spelling and<br />
grammar exercises. The optional Long Form includes open response<br />
comprehension questions and writing tasks. The latter is provided with<br />
detailed marking keys that have been rigorously moderated to guide<br />
teachers in the marking of their pupils’ extended written work.<br />
A new pupil booklet has recently been published, containing both the<br />
Short Form and the Long Form exercises, to make administration of all<br />
parts of PiE more straightforward for those wanting to test at greater<br />
length. Each pack of the new booklets includes brief guidance notes;<br />
full administration, marking and interpretation is as published in the<br />
Teacher’s Guide to each level of PiE.<br />
reporting. These reports illustrate:<br />
Pupils’ results by Standard Age<br />
Score, estimated reading and<br />
writing National Curriculum<br />
Levels, comparison of group and<br />
national scores (by gender and<br />
whole group), analysis of results<br />
by process category (against<br />
national scores) and question by<br />
question analysis.<br />
The Getting the Best from<br />
Progress in English Handbook<br />
and CD-ROM is still available. Go<br />
online www.gl-assessment.co.uk<br />
/piehandbook for further<br />
information.<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
Progress in English Digital mirrors the well established paper test with<br />
the added benefit of automatic scoring, supported by instant diagnostic<br />
Why use PiE?<br />
• PiE is available for pupils from age 5 right through to 14 years,<br />
providing a continual assessment across the primary and lower<br />
secondary phases<br />
• You will obtain an overview of a pupil’s attainment, progress and ability<br />
in reading and writing to inform appropriate target setting<br />
• The results will support you in your own assessment of how well pupils<br />
are working<br />
• PiE is an ideal assessment for monitoring progress over time and<br />
identifying the effectiveness of intervention strategies<br />
• You will be provided with National Curriculum Levels for reading and<br />
writing for both the Short Form and Long Form of PiE<br />
. . . and PiE Digital?<br />
• Digital testing allows the automatic delivery of results as soon as tests<br />
are complete, saving hours of marking time and waiting for scores<br />
• Instant diagnostic reports allow you to act immediately on results, and<br />
data can be integrated with other school information<br />
• The engaging illustrations featured within PiE Digital bring the test to life<br />
• Computer-based assessment often feels more relevant and less<br />
daunting for pupils and fast feedback is proven more motivating<br />
32<br />
Item from Progress in English 11 Digital
LITERACY<br />
a complete approach<br />
Progress in English Scoring & Reporting<br />
Service<br />
Marking, managing and interpreting your data is made easy with our<br />
Progress in English Scoring & Reporting Service. Our comprehensive<br />
service takes the work out of using PiE to deliver fast and accurate<br />
results in a range of reports tailored to your needs.<br />
Designed to ensure that you gain full value from the data PiE provides,<br />
our recently launched Testwise Reporting System (TRS) has<br />
transformed the traditional service administered by post to a fully<br />
functional online service. The service guarantees a much higher level of<br />
accuracy in the marking, interpretation and calculation of scores, a<br />
reduction in the turnaround time for reports and the option to order<br />
additional reports easily. Data files in Excel and CSV format and even<br />
Sample Report showing analysis by process area<br />
PDF reports can be imported directly into your School Information<br />
System, providing immediate and easy access to detailed pupil portfolios<br />
in addition to test scores.<br />
In order to subscribe to the Progress in English Scoring & Reporting<br />
Service, you must pre-register, call 0845 602 1937.<br />
For schools that choose to score their own papers, a brand new Online<br />
Marking Tool (OMT) can be purchased. Please call 0845 602 1937 for<br />
further information.<br />
PiE in our portfolio<br />
Progress in English identifies a pupil’s attainment in reading and<br />
writing. Combined with data from the Cognitive Abilities Test (CAT)<br />
(pages 10–18), which provides a comprehensive overview of a pupil’s<br />
ability, PiE will help you compare ability with attainment to identify<br />
anomalies and provide additional insights into a pupil’s learning.<br />
Go online to view sample reports and a digital demo –<br />
www.gl-assessment.co.uk/piedigital<br />
Contents: Teacher Guide Packs contain: Teacher’s Guide, At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk/<br />
piesamples<br />
Prices<br />
*+VAT<br />
PIE Paper<br />
Teacher Guide Packs<br />
Progress in English 5 978 07087 17585/GLA500 £22.75<br />
Progress in English 6 978 07087 17592/GLA500 £22.75<br />
Progress in English 7 978 07087 15987/GLA500 £22.75<br />
Progress in English 8 978 07087 16014/GLA500 £22.75<br />
Progress in English 9 978 07087 16045/GLA500 £22.75<br />
Progress in English 10 978 07087 16076/GLA500 £22.75<br />
Progress in English 11 978 07087 16106/GLA500 £22.75<br />
Progress in English 12 978 07087 17608/GLA500 £22.75<br />
Progress in English 13 978 07087 17615/GLA500 £22.75<br />
Progress in English 14 978 07087 17622/GLA500 £22.75<br />
Pupil Booklets (Packs of 10)<br />
Progress in English 5 978 07087 08958/GLA500 £14.50*<br />
Progress in English 6 978 07087 08965/GLA500 £14.50*<br />
Progress in English 7 978 07087 16007/GLA500 £14.50*<br />
Progress in English 8 978 07087 16038/GLA500 £14.50*<br />
Progress in English 9 978 07087 16069/GLA500 £14.50*<br />
Progress in English 10 978 07087 16090/GLA500 £14.50*<br />
Progress in English 11 978 07087 16120/GLA500 £14.50*<br />
Progress in English 12 978 07087 08774/GLA500 £14.50*<br />
Progress in English 13 978 07087 08804/GLA500 £14.50*<br />
Progress in English 14 978 07087 09023/GLA500 £14.50*<br />
Long Form Pupil Booklets (Packs of 10)<br />
Progress in English 7 978 07087 20295/GLA500 £14.50*<br />
Progress in English 8 978 07087 20301/GLA500 £14.50*<br />
Progress in English 9 978 07087 20318/GLA500 £14.50*<br />
Progress in English 10 978 07087 20325/GLA500 £14.50*<br />
Progress in English 11 978 07087 20332/GLA500 £14.50*<br />
Please note that ages 5, 6, 12, 13 & 14 are from the first edition of Progress in English.<br />
Getting the Best from PiE Handbook<br />
& CD-ROM 978 07087 19374/GLA500 £36.00<br />
PIE Digital<br />
Individual Administration<br />
Level 7 978 07087 16144/GLA500 £5.15*<br />
Level 8 978 07087 16168/GLA500 £5.15*<br />
Level 9 978 07087 16182/GLA500 £5.15*<br />
Level 10 978 07087 16205/GLA500 £5.15*<br />
Level 11 978 07087 16229/GLA500 £5.15*<br />
Minimum order of 10 administrations required<br />
Please contact your Area Consultant for details of special assessment packages.<br />
See pages 4–5 for details.<br />
PIE Scoring & Reporting Service<br />
Hand Scoring 978 14060 46595/GLA500 £2.50 per test*<br />
Standard Service 978 14060 46670/GLA500 £1.35 per test*<br />
Individual Pupil Reports 978 14060 46625/GLA500 52p per test*<br />
School Results Data 978 14060 52091/GLA500 £99.00*<br />
LA Results Data 978 14060 52107/GLA500 £175.00*<br />
Online Marking Tool 978 14060 75052/GLA500 £80.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 33
LITERACY<br />
British Picture Vocabulary Scale: Third Edition<br />
Lloyd M Dunn, Douglas M Dunn with Julie Sewell and Ben Styles, National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
3–16 years<br />
Suitable for:<br />
Teachers, SENCOs and Speech<br />
and Language Therapists<br />
Administration:<br />
Individual<br />
Timings:<br />
Untimed, approx 10 minutes<br />
Also Available:<br />
Single Word Spelling Test See<br />
page 41, New Group Reading<br />
Test See pages 24–27 and York<br />
Assessment of Reading for<br />
Comprehension: Passage<br />
Reading Primary and Secondary<br />
See pages 28–31<br />
GL Assessment’s leading vocabulary assessment for standard English,<br />
the British Picture Vocabulary Scale: Third Edition (BPVS3) can play an<br />
important role in assessing a child’s receptive (hearing) vocabulary, from<br />
as young as 3 years right up to 16 years of age. Its simple, appealing<br />
format and ease of administration belies the significance of the<br />
assessment and how it can help identify any delay in vocabulary<br />
development, even before children are in full time education.<br />
BPVS3 is a one-to-one test that assesses a child’s receptive vocabulary;<br />
for each question, the teacher says a word and the pupil responds by<br />
selecting a picture from four options that best illustrates the word’s<br />
meaning. The assessment is untimed but is designed to take<br />
approximately 10 minutes to administer.<br />
As no reading is required, BPVS3 can be used to assess language<br />
Why use BPVS3?<br />
development in non-readers and<br />
especially pupils with expressive<br />
language impairments. Because<br />
no spoken response is required,<br />
the assessment may be<br />
administered to pupils with autism<br />
and other related communication<br />
difficulties or those with English<br />
as an Additional Language (EAL).<br />
To help with administration to<br />
pupils who may be colour blind<br />
the illustrations have black<br />
outlines and the colours are vivid.<br />
• BPVS3 will help you identify any delays in a child’s vocabulary<br />
development, even before they are in full time education, informing<br />
intervention strategies to help extend their vocabulary<br />
• The assessment is suitable for non-readers and children with specific<br />
learning difficulties, such as autism or cerebral palsy, as no reading is<br />
required and responses can be given by pointing or gesture<br />
• BPVS3 is robust and time-efficient and can be used as an ideal<br />
benchmarking and progress-checking assessment from pre-school to<br />
secondary school<br />
• The fully revised edition features full colour illustrations and improved<br />
presentation with a larger format and transportable carry case<br />
• All illustrations featured within the test have black outlines and use vivid<br />
colours to help with administration to children who may be colour blind<br />
a complete approach<br />
BPVS3 in our portfolio<br />
To ensure consistency of reading assessment across the primary and<br />
secondary phases, the British Picture Vocabulary Scale: Third Edition<br />
(BPVS3) can be used alongside the New Group Reading Test<br />
(pages 24–27) and the York Assessment of Reading for<br />
Comprehension: Passage Reading Primary and Secondary<br />
(pages 28–31) to provide a comprehensive profile of a pupil’s reading<br />
ability and the difficulties they may be experiencing. Since establishing<br />
and developing a wide vocabulary from a very young age has been<br />
recognised as essential to a pupil’s academic success and their<br />
overall reading ability, it is essential that vocabulary knowledge is<br />
assessed.<br />
Practice questions from BPVS<br />
Contents: BPVS3 Complete Set contains: Test material, Manual and 20 Record<br />
Forms and Carry Case<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 19558/GLA500 £167.50*<br />
Record Forms (Pack of 10) 978 07087 19565/GLA500 £11.75*<br />
Second Edition Forms are still available:<br />
BPVS2 Record Forms (Pack of 10) 978 07087 12184/GLA500 £13.50*<br />
34
LITERACY<br />
Diagnostic Test of Word Reading Processes<br />
Forum for Research into Language and Literacy, Institute of Education, University of London<br />
quick guide<br />
Age Range:<br />
5–12 years<br />
Suitable for:<br />
Class Teachers, Specialist Teachers<br />
and SENCOs<br />
Administration:<br />
Individual<br />
Timings:<br />
Untimed, 30 minutes approx<br />
With the introduction in 2012 of a mandatory phonics screening test for all<br />
Y1 children in England, the government is rightly emphasising the<br />
importance of phonic knowledge as the foundation of word reading skills.<br />
The Diagnostic Test of Word Reading Processes (DTWRP) goes beyond<br />
this, by giving teachers the opportunity to assess pupils ability to read<br />
words using both phonological and lexical-semantic processes, thus<br />
providing diagnostic information to guide intervention. Because the test is<br />
fully standardised teachers will be able to assess their pupils in the context<br />
of national performance of children between the ages of 5 and 12.<br />
The DTWRP is short and individually administered and contains items that<br />
assess the two sets of word reading processes shown by research to<br />
underlie skilled reading: phonological recoding (through non-words and<br />
regular words); and lexical-semantic (exception words and regular words).<br />
The test contains 30 of each type of word (90 in total), matched on<br />
variables known to influence word reading performance, such as length<br />
and frequency.<br />
Why use the DTWRP?<br />
Readers need to develop two sets of processes:<br />
• Phonological recoding – the automatic conversion of spelling patterns<br />
to sound which is key to reading unfamiliar words and non-words<br />
• Lexical-semantic processing – direct access to the meaning and<br />
pronunciation of familiar words which is key to accurate reading of<br />
irregular words<br />
In combination these two processes enable any word in the language to<br />
be read and understood, regardless of whether it has been seen before.<br />
The DTWRP compares children’s performance on matched sets of regular<br />
and irregular words and non-words.<br />
• The non-words provide a pure measure of phonological recoding<br />
processes<br />
• Irregular words do not conform to the spelling-sound rules of English<br />
and so provide a pure measure of lexical-semantic processes<br />
• Regular words can be read by either process<br />
a complete approach<br />
DTWRP in our portfolio<br />
Our Phonological Assessment Battery (PhAB) (page 37)<br />
is an ideal follow-on assessment for some children tested with<br />
the DTWRP. The DTWRP is designed to benchmark and test<br />
pupils foundation skills in word reading and can be used to<br />
track progress as part of a school’s assessment regime. If<br />
persistent problems are detected then the specialist<br />
teacher/SENCO could administer PhAB.<br />
Did you know?<br />
The Diagnostic Test of Word Reading Processes is<br />
the only test in the UK that assesses regular and<br />
irregular words and non-words and provides<br />
normative data necessary to identify the three<br />
different patterns of difficulty outlined opposite<br />
Therefore, including this test as part of a school’s assessment regime with<br />
children from age 5 to 12, teachers can identify the source of a child’s<br />
reading difficulty whether this is poor phonological recoding, poor lexicalsemantic<br />
processing or a combination of both.<br />
Contents: The Complete Set contains: Manual, Stimulus Card and 50 Record<br />
Forms<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 20721/GLA500 £100.00*<br />
Record Forms (Pack of 50) 978 07087 20738/GLA500 £36.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk<br />
3
LITERACY<br />
Suffolk Reading Scale<br />
Fred Hagley<br />
quick guide<br />
Age Range:<br />
Paper: 6–14 years<br />
Digital: 6–17 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
Approx 30 minutes<br />
<br />
<br />
Also Available:<br />
New Group Reading Test Digital<br />
See pages 26–27 and Reading<br />
Now See page 38<br />
Suffolk Reading Scale (SRS) is a standardised reading test that monitors<br />
the reading development of pupils from age 6. Comprising multiplechoice<br />
and sentence-completion questions, SRS identifies where an<br />
individual may be experiencing reading difficulties.<br />
Users of SRS Digital can also benefit from Level 4 for 14–16 year-olds.<br />
Reports highlight pupils with a standard score below 85 and who make<br />
a gain of nine months in reading age when given 25% extra time.<br />
Why use SRS?<br />
• SRS informs target-setting by providing a comprehensive overview of a pupil’s reading<br />
ability whilst identifying where the pupil may be experiencing difficulties<br />
• The assessment monitors progress over time and thereby facilitates evaluation of<br />
effectiveness of teaching methods<br />
• Covering a wide ability range, SRS can be used to monitor ability and reading standards<br />
on school transfer<br />
Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets and a Level 3 Answer Sheet are available to download from<br />
www.gl-assessment.co.uk/srssamples<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
…and SRS Digital?<br />
• All practice, instructions and timings are computer-administered,<br />
resulting in easier test administration<br />
• Instant scoring and diagnostic reports save hours of marking time<br />
and enable easy analysis<br />
• Computer-based assessment often feels more relevant and less<br />
daunting for pupils<br />
Scoring & Reporting Service<br />
Marking, managing and interpreting your data is made easy with the<br />
Suffolk Reading Scale Scoring & Reporting Service. Delivering fast and<br />
accurate results in a range of reports tailored to your needs, our<br />
comprehensive service takes the work out of using SRS. In order to<br />
subscribe, you must pre-register; please call 0845 602 1937.<br />
SRS levels and corresponding year groups<br />
Level Age Group England & Wales Scotland Northern Ireland<br />
1 6:00-7:11 Year 2 P3 P3<br />
1 7:00-8:11 Year 3 P4 P4<br />
2 8:00-9:11 Year 4 P5 P5<br />
2 9:00-10:11 Year 5 P6 P6<br />
2 or 3 10:00-11:11 Year 6 P7 P7<br />
3 11:00-12:11 Year 7 S1 Y8<br />
3 12:00-13:11 Year 8 S2 Y9<br />
3 13:00-14:11 Year 9 S3 Y10<br />
Prices<br />
*+VAT<br />
SRS Paper<br />
Teacher Guide Pack 978 07087 16847/GLA500 £37.00<br />
Level 1 (Age 6–8) Pupil Booklets<br />
Form A (Pack of 10) 978 07087 07975/GLA500 £12.50*<br />
Form B (Pack of 10) 978 07087 07999/GLA500 £12.50*<br />
Level 2 (Age 8–11) Pupil Booklets<br />
Form A (Pack of 10) 978 07087 08002/GLA500 £12.50*<br />
Form B (Pack of 10) 978 07087 08019/GLA500 £12.50*<br />
Level 3 (Age 11–13) Pupil Booklets<br />
Form A (Pack of 10) 978 07087 08026/GLA500 £20.75*<br />
Form B (Pack of 10) 978 07087 08033/GLA500 £20.75*<br />
Answer Sheets Level 3<br />
Forms A (Pack of 10) 978 07087 08040/GLA500 £11.35*<br />
Forms B (Pack of 10) 978 07087 08064/GLA500 £11.35*<br />
SRS Digital<br />
Individual Administration<br />
Level 1 Form A & Form B 978 07087 19657/GLA500 £4.00*<br />
Level 2 Form A & Form B 978 07087 19664/GLA500 £4.00*<br />
Level 3 Form A & Form B 978 07087 19671/GLA500 £4.50*<br />
Level 4 (14) Form A & Form B 978 07087 19688/GLA500 £4.50*<br />
Level 4 (15–16) Form A & Form B 978 07087 19695/GLA500 £4.50*<br />
Minimum order of 10 administrations required<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
SRS Scoring & Reporting Service<br />
Level 1 & 2<br />
Hand Scoring 978 14060 71085/GLA500 £2.50 per test*<br />
Standard Service 978 14060 25576/GLA500 £1.35 per test*<br />
School Results Data 978 14060 52091/GLA500 £99.00*<br />
LA Results Data 978 14060 52107/GLA500 £175.00*<br />
Level 3<br />
Standard Service 978 14060 25576/GLA500 £1.35 per test*<br />
Online Marking Tool 978 14060 75137/GLA500 £80.00*<br />
36
LITERACY<br />
Gaelic Phonological Screening Test<br />
Fiona Lyon<br />
Phonological Assessment Battery<br />
Norah Frederickson, Uta Frith and Rea Reason<br />
quick guide<br />
Age Range:<br />
5–8 years<br />
Suitable for:<br />
Teachers<br />
Administration:<br />
Individual<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
primary<br />
only<br />
The Gaelic Phonological<br />
Screening Test is designed by<br />
teachers to assess the<br />
phonological skills of young<br />
Gaelic speakers and learners.<br />
Since the Gaelic Language Act (Scotland) 2005, awareness of the<br />
importance of Gaelic has increased dramatically throughout the whole of<br />
Scotland. In education, this has been supported by the Curriculum for<br />
Excellence which provides “a context within which Gaelic can flourish and<br />
be used as a tool to promote excellence in education within the Gaelic<br />
speaking areas and beyond” (Group Report, Curriculum for Excellence<br />
Gaelic Excellence Group, February 2011).<br />
However, the same report also states that the provision of resources has<br />
“always been a challenge in GME” and that, when it comes to additional<br />
support needs such as dyslexia, the lack of advice can be “worrying for<br />
many teachers”. Indeed, as far as screening for difficulties with literacy and<br />
phonological awareness is concerned, GME teachers have traditionally<br />
had to resort to using an English screening tool, translating an English test<br />
into Gaelic or devising their own assessment.<br />
As a result GL Assessment has published the Gaelic Phonological<br />
Screening Test, authored by Dr Fiona Lyon, a well-respected dyslexia<br />
specialist and GME teacher and head of additional support needs at Our<br />
Lady of the Missions Primary in East Renfrewshire. The test is easy to use<br />
and interpret and may be administered by class teachers to Gaelicmedium<br />
pupils, both learners and native speakers, in Primary 2 and 3.<br />
Providing normative data (expressed as quartiles), this unique assessment<br />
contains eight sub-tests: Rhyme recognition; Rhyme production; Blending<br />
phonemes; Blending syllables; Phoneme deletion (initial phoneme);<br />
Phoneme deletion (final phoneme); Polysyllabic repetition; Letter or sound<br />
recognition.<br />
Why use the Gaelic Phonological Screening Test?<br />
• To assess young children's Gaelic phonics skills with a dedicated test<br />
with normative data (expressed as quartiles)<br />
• To provide schools with a test in Gaelic for use in English-medium<br />
schools where similar GL Assessment products are part of the<br />
assessment regime<br />
• Because it has been developed by a very experienced practitioner and<br />
dyslexia specialist<br />
quick guide<br />
Age Range:<br />
6–14 years<br />
Suitable for:<br />
SENCOs, Specialist<br />
Literacy Teachers and<br />
Educational<br />
Psychologists<br />
Administration:<br />
Individual<br />
Timed:<br />
30–40 minutes<br />
The Phonological Assessment Battery (PhAB) is designed to assess<br />
phonological processing in individual children. It identifies children with<br />
significant phonological difficulties who need special help with<br />
processing sounds in spoken language.<br />
PhAB comprises six tests of phonological processing:<br />
– The Alliteration Test – The Naming Speed Test<br />
– The Rhyme Test – The Spoonerisms Test<br />
– The Fluency Test – The Non-Word Reading Test<br />
a complete approach<br />
PhAB in our portfolio<br />
PhAB is an ideal follow-on assessment for some children tested<br />
with the Diagnostic Test for Word Reading Processes<br />
(page 35). The test is designed to benchmark children’s skills<br />
and track their progress as part of a school’s assessment<br />
regime. If persistent problems are detected with a child’s<br />
phonological decoding, then the specialist teacher/SENCO<br />
could administer PhAB.<br />
Why use PhAB?<br />
• PhAB is a diagnostic assessment that can be used to establish a<br />
pupil’s all-round metalinguistic ability<br />
• It provides evidence and support for those pupils requiring extra time<br />
allowance in exams<br />
• The assessment is suitable for use with pupils who have English as an<br />
Additional Language (EAL)<br />
• Informs programme and intervention planning to help with a child’s<br />
specific phonological difficulties<br />
Contents: Gaelic and English Teachers Manual which includes photocopiable<br />
Record Form and Gaelic Test Book<br />
Prices<br />
*+VAT<br />
Gaelic Phonological Screening Test 978 07087 20790/GLA500 £100.00*<br />
Contents: Complete Set Contains: Manual and 10 Records Forms<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 07081/GLA500 £130.00*<br />
Record Forms (Pack of 10) 978 07087 07098/GLA500 £19.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 37
LITERACY<br />
Neale Analysis of Reading Ability<br />
Marie D Neale AM OBE. Second Revised British Edition:<br />
Standardisation by Chris Whetton, Louise Caspell and Kay McCulloch<br />
Reading Now<br />
Joanne Morris and Anastassia Triga,<br />
National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
6–12 years<br />
Suitable for:<br />
Teachers, SENCOs,<br />
Educational<br />
Psychologists and<br />
Private Tutors<br />
Administration:<br />
Individual<br />
Timed:<br />
Approx 20 minutes<br />
quick guide<br />
Age Range:<br />
5 – 7 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed – approx 30<br />
minutes<br />
Also Available:<br />
Suffolk Reading<br />
Scale See page 36<br />
primary<br />
only<br />
Quick and easy to administer, Reading Now is an assessment of the reading<br />
capability of very young learners. It has been designed to be administered to<br />
small groups of children and, although untimed, should take no longer than<br />
30 minutes for the complete test. The standardised assessment tests<br />
knowledge at word-level, sentence level and passage level.<br />
Online Marking Tool<br />
The Neale Analysis of Reading Ability (NARA) measures the accuracy,<br />
comprehension and rate of reading in children from the age of 6 to 12<br />
years. It provides a comprehensive gauge of a child’s interest in reading.<br />
The individually administered assessment consists of parallel forms for<br />
testing and extension passages for use with more able or older pupils.<br />
Two alternate standardised tests enable the monitoring of a child’s<br />
performance without them becoming too familiar with the passages, in<br />
addition to one diagnostic test.<br />
Why use NARA?<br />
• Results obtained from using NARA will enable you to select reading<br />
materials suited to the ability of individual pupils<br />
• Along with important diagnostic information NARA provides Standard<br />
Age Scores and reading ages<br />
• It will enable you to monitor the adoption of specific reading skills and<br />
help with the planning of intervention strategies<br />
Contents: Complete Set contains: Manual, Reader, Record Forms Level 1 & 2<br />
(10 copies of each), Diagnostic Tutor Forms (10 copies) and audio CD<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 07739/GLA500 £150.00*<br />
Manual 978 07087 07814/GLA500 £60.00<br />
Reader 978 07087 07753/GLA500 £60.00<br />
Record Form 1 (Pack of 10) 978 07087 07760/GLA500 £20.00*<br />
Record Form 2 (Pack of 10) 978 07087 07777/GLA500 £20.00*<br />
Diagnostic Tutor Form (Pack of 10) 978 07087 07784/GLA500 £20.00*<br />
Our brand new Online Marking Tool (OMT) is available for Reading Now,<br />
offering a higher level of accuracy than scoring by hand and reducing<br />
marking time significantly. Please call 0845 602 1937 for further details.<br />
Why use Reading Now?<br />
• Reading Now addresses a wide range of phonic and word recognition<br />
skills in pupils with varying attainment levels, particularly as questions<br />
vary in difficulty<br />
• Fully standardised – Reading Now produces Standard Age Scores and<br />
reading ages, whilst linking in with the UK National Curricula<br />
• Provides comprehensive information that will assist with planning,<br />
monitoring progress and evaluating reading standards<br />
a complete approach<br />
Reading Now in our portfolio<br />
Reading Now results are comparable with those of the Suffolk<br />
Reading Scale (SRS) (page 36) – an assessment of reading at<br />
sentence level. Using the tests in conjunction with one and other<br />
provides continuity of assessment from age 5 to 16. An online<br />
spreadsheet is available to enable you to monitor progress through<br />
Reading Now and SRS. Please call 0845 602 1937 for further details.<br />
Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide<br />
Prices<br />
*+VAT<br />
Teacher Guide Pack 978 07087 17530/GLA500 £21.00<br />
Test Booklets (Pack of 10) 978 07087 11514/GLA500 £12.00*<br />
Online Marking Tool 978 14060 75120/GLA500 £80.00*<br />
38
LITERACY<br />
Teaching Talking<br />
Ann Locke and Maggie Beech<br />
primary<br />
only<br />
Wordchains<br />
Louise Miller Guron<br />
quick guide<br />
Age Range:<br />
1–8 years<br />
Suitable for:<br />
Early Years Specialists,<br />
Teachers and SENCOs<br />
Administration:<br />
Individual<br />
Timings:<br />
Untimed<br />
Also Available:<br />
WellComm Toolkit<br />
See pages 56–57<br />
Teaching Talking is a classroombased<br />
assessment for screening<br />
children with a delay in their<br />
spoken language. It focuses on<br />
children in Early Years settings<br />
and primary schools whose<br />
linguistic development appears to<br />
be delayed, or who are<br />
experiencing difficulties with<br />
listening or speaking.<br />
Designed to screen, profile and<br />
record the major aspects of child<br />
development, Teaching Talking is<br />
an ideal programme to support<br />
children of all abilities in the<br />
development of spoken language.<br />
Dependent on the outcomes a range of intervention strategies, activities<br />
and guidance notes are provided.<br />
quick guide<br />
Age Range:<br />
7 years – adult<br />
Suitable for:<br />
Teachers, Researchers,<br />
Educational<br />
Psychologists and<br />
SENCOs<br />
Administration:<br />
Group<br />
Timed:<br />
6 minutes<br />
Also Available:<br />
Dyslexia Screener Digital see<br />
page 53 and Dyslexia<br />
Portfolio see page 54<br />
Why use Teaching Talking?<br />
• Teaching Talking provides a process of screening, profiling and<br />
recording the major aspects of a child’s development<br />
• An ideal assessment to support those children who are experiencing<br />
difficulties with spoken language<br />
• The assessment offers guidance along with a range of activities and<br />
interventions to help you in supporting children at a level best suited<br />
to their individual needs<br />
Wordchains is a group reading test, designed to act as a possible<br />
indicator for pupils with specific learning difficulties such as dyslexia. It<br />
can give an indication of whole-class performance as well as a measure<br />
of individual pupils’ progress over time.<br />
The test consists of two parts – Letterchains and Wordchains.<br />
Letterchains is an initial screener for visual-motor dysfunction, whilst<br />
Wordchains provides clear evidence of word reading skills at all ages.<br />
The test will provide you with a word recognition age for each pupil.<br />
Why use Wordchains?<br />
• Wordchains is an ideal test for young pupils, from the age of 7 to<br />
monitor the rate of development of their word reading skills<br />
• The assessment is useful for testing pupils whose reading progress<br />
may be behind that of the year group<br />
• For older pupils or adults returning to education, Wordchains can<br />
provide a good basis for identifying individual difficulties in word<br />
recognition<br />
Contents: Teacher Guide Pack contains: Activities Handbook, At-a-Glance Guide,<br />
Sample of Profile Forms: Early Years Profile 1, Early Years Profile 2, Early Years<br />
Profile 3, Primary Profile 1 and Primary Profile 2<br />
Prices<br />
*+VAT<br />
Teacher Guide Pack 978 07087 14829/GLA500 £90.00<br />
Profile Forms (Packs of 5)<br />
Early Years Profile 1 (0 – 1 years) 978 07087 14850/GLA500 £7.25*<br />
Early Years Profile 2 (1 – 2 years) 978 07087 14867/GLA500 £7.25*<br />
Early Years Profile 3 (2 – 5 years) 978 07087 14874/GLA500 £7.25*<br />
Primary Profile 1 (4 – 5/6 years) 978 07087 14881/GLA500 £9.50*<br />
Primary Profile 2 (5/6 – 7 years) 978 07087 14898/GLA500 £9.50*<br />
Prices<br />
*+VAT<br />
Teacher Guide 978 07087 17547/GLA500 £32.00<br />
Pupil Booklets (Pack of 10) 978 07087 09313/GLA500 £23.50*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 39
LITERACY<br />
Middle Infant Screening Test and<br />
Forward Together<br />
Sybil Hannavy<br />
quick guide<br />
Age Range:<br />
5–6 years<br />
Suitable for:<br />
Literacy Co-ordinators<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
primary<br />
only<br />
The Middle Infant Screening Test (MIST) and Forward Together<br />
Programme focus on reading, writing and listening skills and together<br />
provide a comprehensive screening, diagnostic and recovery package<br />
for younger children.<br />
Single Word Reading Test 6-16<br />
Helen Foster, National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
6–16 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Individual<br />
Timings:<br />
Untimed<br />
Also Available:<br />
New Group Reading<br />
Test See pages 24–27<br />
The Single Word Reading Test 6-<br />
16 (SWRT) provides a measure of<br />
a pupil’s word reading skill and<br />
will contribute to an assessment<br />
of reading achievement, as well<br />
as informing teaching and<br />
learning strategies.<br />
Individually administered SWRT<br />
contains six graded sets of ten<br />
words of increased difficulty.<br />
Parallel forms allow repeat testing<br />
and vast amount of diagnostic<br />
information can be obtained in<br />
the form of sight vocabulary<br />
analysis and error analysis. It is<br />
ideal as a quick screening test for checking progress at regular intervals<br />
and as part of the qualifying criteria for Access Arrangements.<br />
MIST identifies early literacy difficulties and Forward Together provides<br />
a recovery programme that actively involves parents, for use with up to<br />
eight pupils. Lasting from eight to 12 weeks, the programme can bring<br />
pupils’ skill levels in reading and writing up to that of their classmates,<br />
raising confidence and self-esteem. Each pupil works through the<br />
Forward Together Activity Book at home with the help of a parent, or in<br />
school with Learning Support staff.<br />
Results from MIST give an overall picture of a pupils’ performance and<br />
their learning strategies in functions which are related significantly to<br />
early reading and writing.<br />
Why use MIST and Forward Together?<br />
• MIST identifies the lowest-achieving 20-25% of pupils in any one<br />
class or year group<br />
• MIST is group administered, so time is spent efficiently and those<br />
needing extra support, who may have been previously overlooked,<br />
can be screened into the Forward Together Programme<br />
• Whilst Forward Together can be used in school it also encourages<br />
parental involvement and early home-school links that can influence<br />
attitudes to helping children throughout their school career<br />
• Pupils work at their own pace, completing the programme in eight to<br />
12 weeks<br />
Contents: Complete set contains: Parent Questionnaire (x2), Class Teacher<br />
Observation Sheet (x2), Forward Together Activity Book (x2), Class Record Sheet (x2),<br />
Pupil Booklet (x20) and Teacher Guide<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 12351/GLA500 £75.00*<br />
Teacher Guide Pack 978 07087 12368/GLA500 £45.00<br />
MIST Booklets (Pack of 10) 978 07087 12375/GLA500 £14.00*<br />
Forward Together Activity Book 978 07087 12382/GLA500 £14.00<br />
Example pages of words from SWRT<br />
Why use SWRT?<br />
• SWRT is an ideal assessment for<br />
year-on-year monitoring of a pupil’s word reading skills<br />
• Fully standardised - the test provides Standard Age Scores and<br />
reading ages and is suitable for Access Arrangements<br />
• It will help inform teaching and learning strategies to meet the needs<br />
of individual pupil’s and their differing abilities<br />
Contents: Complete set contains: Teacher’s Guide, which includes photocopy<br />
master of the record form and Word Cards<br />
Price<br />
*+VAT<br />
Complete Set 978 07087 17707/GLA500 £90.00*<br />
40
LITERACY<br />
Single Word Spelling Test<br />
Lesley Sacre and Jackie Masterson<br />
quick guide<br />
a complete approach<br />
Age Range:<br />
6–14 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group<br />
Timed:<br />
Approx 30 minutes<br />
<br />
<br />
Also Available:<br />
British Spelling Test Series: 2nd<br />
Edition See page 42<br />
SWST in our<br />
portfolio<br />
For teachers who want to go<br />
beyond the straightforward<br />
single word format of the SWST,<br />
the British Spelling Test<br />
Series: Second Edition (page<br />
42) offers choice to teachers that<br />
want to test spelling as part of a<br />
comprehensive literacy<br />
assessment. The widely used<br />
spelling test series goes beyond<br />
that of the SWST to assess<br />
spelling at word, sentence and<br />
continuous writing level and<br />
provides teachers with an<br />
engaging and rigorous way of<br />
monitoring their pupils’ progress,<br />
whilst highlighting those for<br />
whom spelling is especially<br />
difficult.<br />
Go online to view sample<br />
reports and a digital demo –<br />
www.gl-assessment.co.uk<br />
/swstdigital<br />
Available in both paper and digital formats Single Word Spelling Test<br />
(SWST) comprises a series of nine standardised tests designed to<br />
assess spelling attainment. Relevant for all the UK’s curricula, each test<br />
covers everyday vocabulary and contains between 30 and 50 words<br />
(depending on level), including high frequency, literacy hour and spelling<br />
bank words.<br />
Fully photocopiable, SWST presents each word in a sentence context<br />
making the test more relevant for pupils. Along with a handy reference<br />
guide for you to use with each pupil SWST includes structured spelling<br />
test lists, supplementary <strong>assessments</strong> and a structured analysis of<br />
spelling errors.<br />
Single Word Spelling Test Digital (SWST Digital) is available under either<br />
a Primary School Annual Licence or a<br />
Secondary School Annual licence with the<br />
benefits of the paper test but the advantages of<br />
instant scoring and reporting.<br />
Group and individual results are available and<br />
are illustrated in the diagnostic group report<br />
that features:<br />
• Pupils’ results by Standard Age Score<br />
• Spelling ages<br />
• Percentile ranks<br />
• Question by question analysis against national<br />
scores<br />
• Analysis by word level against national scores<br />
Why use SWST?<br />
• You will obtain a measure of<br />
your pupils’ spelling attainment<br />
with the flexibility of choosing a<br />
test appropriate to their<br />
individual ability<br />
• You will be able to compare your<br />
pupils’ results with the national<br />
average through the<br />
identification of Standard Age<br />
Scores<br />
• The test provides useful<br />
teaching strategies for improving<br />
spelling and suggestions for<br />
follow-up activities<br />
• Spelling ages, percentile ranks<br />
and progress scores are<br />
provided to provide a<br />
comprehensive profile of a<br />
pupils spelling ability<br />
. . . and SWST Digital?<br />
• Digital testing removes the<br />
burden of test administration,<br />
as all practice, instructions and<br />
timings are computeradministered<br />
• Instant scoring gives you results<br />
at the touch of a button, saving<br />
you hours of marking time<br />
• Instant diagnostic reports are<br />
delivered straight to your<br />
desktop, enabling you to<br />
analyse results with ease and<br />
integrate them with other<br />
school data sets<br />
• Group and individual results are<br />
available, including pupil<br />
responses to each question of<br />
which are excellent for the<br />
analysis of errors<br />
Practice Question from Single Word Spelling Test Digital 7<br />
Online Marking Tool<br />
Our brand new Online Marking<br />
Tool (OMT) is available for SWST,<br />
offering a higher level of accuracy<br />
than scoring by hand and<br />
reducing marking time significantly.<br />
Call 0845 602 1937 for further<br />
information.<br />
Contents: Complete Set contains:<br />
Manual containing all levels of the<br />
test, photocopiable Answer Sheets<br />
and Group Record Sheet<br />
Prices<br />
*+VAT<br />
SWST Paper<br />
Complete Set<br />
978 07087 09061/GLA500 £88.00*<br />
SWST Digital<br />
Primary Annual Licence<br />
978 07087 17714/GLA500 £305.00*<br />
Secondary Annual Licence<br />
978 07087 17721/GLA500 £405.00*<br />
Online Marking Tool<br />
978 14060 75106/GLA500 £80.00*<br />
Find your Area Consultant on pages 4– Tel: 084 602 1937 www.gl-assessment.co.uk 41
LITERACY<br />
British Spelling Test Series: Second Edition<br />
Denis Vincent with Mike de la Mare<br />
quick guide<br />
Age Range:<br />
6–13 years<br />
Suitable for:<br />
Teachers, Literacy<br />
Co-ordinators and SENCOs<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed, 30 minutes approx<br />
Also Available:<br />
Single Word Spelling Test<br />
See page 41<br />
The second edition of GL Assessment’s highly regarded and widely<br />
used spelling test series, the British Spelling Test Series: Second Edition<br />
(BSTS2) assesses spelling at word, sentence and continuous writing<br />
level, and contains a wide mix of questions and tasks that test pupils’<br />
ability to spell in different contexts – an element that is unique to this<br />
series. The group test contains a mix of tasks some of which require<br />
pupils to draw on their own vocabulary and is straightforward to<br />
administer and score.<br />
The series contains four tests, each with two equivalent forms that<br />
cover a range of year groups (see table below for details). Each test has<br />
a Teacher Guide explaining how to administer, mark and score the test,<br />
as well as how to use conversion tables to obtain standardised scores<br />
and spelling ages. Guidance is also given on assessing the severity of<br />
the spelling problems of pupils<br />
who performed poorly on the<br />
test.<br />
Each test has been carefully<br />
tailored to the age of the pupils<br />
and comprises an extended<br />
range of tasks that assess<br />
spelling based on classroom and<br />
teaching activities.<br />
Why use BSTS2?<br />
• BSTS2 provides teachers with an engaging and rigorous way of<br />
monitoring their pupils’ progress and highlighting those for whom<br />
spelling is especially difficult.<br />
• Fully standardised in 2008 – BSTS2 produces Standard Age Scores,<br />
age equivalent scores and percentile ranks<br />
• It is ideal for year on year screening and monitoring and for testing at<br />
key transition points, including the transition from primary to secondary<br />
school<br />
• Full colour illustrations for BSTS2 AB and CD make the tests very<br />
attractive and engaging to younger learners<br />
• The test has been developed by experts in literacy who are seasoned<br />
test developers, so you can be assured the new material assesses<br />
spelling in an engaging and relevant way<br />
Our brand new Online Marking Tool (OMT) is available for BSTS2, offering<br />
a higher level of accuracy than scoring by hand and reduces marking time<br />
significantly. Please call 0845 602 1937 for further information.<br />
BSTS2 – levels and corresponding year groups<br />
Standardised England Northern Scotland<br />
Score Range and Wales Ireland<br />
BSTS2 AB 5:00-8:04 Y1*/Y2 Y2*/Y3 P2*/P3<br />
BSTS2 CD 6:00-9:09 Y3/Y4 Y4/Y5 P4/P5<br />
BSTS2 EF 7:06-11:09 Y5/Y6** Y6/Y7** P6/P7**<br />
BSTS2 GH 10:00-14:00 Y6, 7 & 8 Y7, 8 & 9 P7, S1 & S2<br />
*Recommended for use in the second half of the school year<br />
**Recommended for use in the first term of the school year<br />
a complete approach<br />
BSTS2 in our portfolio<br />
The British Spelling Test Series: Second Edition is often used by<br />
teachers who want to go beyond the straightforward single word<br />
format of the Single Word Spelling Test (page 41) and offers<br />
choice to teachers who want to test spelling as part of a<br />
comprehensive literacy assessment.<br />
Contents: Evaluation Packs contain: Teacher’s Guide, At-a-Glance Guide and a<br />
Sample Pupil Booklet<br />
Prices<br />
*+VAT<br />
Evaluation Packs<br />
Evaluation Pack A/B 978 07087 19190/GLA500 £24.00<br />
Evaluation Pack C/D 978 07087 19206/GLA500 £24.00<br />
Evaluation Pack E/F 978 07087 19213/GLA500 £24.00<br />
Evaluation Pack G/H 978 07087 19220/GLA500 £24.00<br />
Pupil Booklets (Packs of 10)<br />
Pupil Booklet A 978 07087 19237/GLA500 £16.50*<br />
Pupil Booklet B 978 07087 19244/GLA500 £16.50*<br />
Pupil Booklet C 978 07087 19251/GLA500 £16.50*<br />
Pupil Booklet D 978 07087 19268/GLA500 £16.50*<br />
Pupil Booklet E 978 07087 19275/GLA500 £16.50*<br />
Pupil Booklet F 978 07087 19282/GLA500 £16.50*<br />
Pupil Booklet G 978 07087 19299/GLA500 £16.50*<br />
Pupil Booklet H 978 07087 19305/GLA500 £16.50*<br />
Online Marking Tool 978 14060 75113/GLA500 £80.00*<br />
42
NUMERACY<br />
quick guide<br />
Sandwell Early Numeracy Test – Revised<br />
Chris Arnold, Phil Bowen, Moira Tallents and Bob Walden<br />
Sandwell Inclusion Support Service<br />
Age Range:<br />
4–8 years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Individual<br />
Timed:<br />
Approx 10–30 minutes<br />
primary<br />
only<br />
The Sandwell Early Numeracy Test - Revised (SENT-R) enables<br />
practitioners to assess children’s ability with numbers, through exploring<br />
five strands of basic number skills: identification; oral counting; value;<br />
object counting and language.<br />
SENT-R provides a baseline of a pupil’s number skills and can be<br />
particularly useful in helping identify targets for pupils with Special<br />
Educational Needs. The test is appropriate for pupils between 4-8 years<br />
and can also be used with older pupils whose performance is well<br />
below average for their age group. It covers attainments from National<br />
Curriculum Level P6 to 2A.<br />
Online Marking Tool<br />
SENT-R is accompanied by an Online Marketing Tool (OMT).<br />
Practitioners enter the score obtained by the pupil for each of the<br />
five strands of the test and the tool then generates the following<br />
five reports:<br />
• Student Listing – this report lists the results for each pupil<br />
(including Raw Score, Standard Age Score (SAS), stanine,<br />
national percentile rank, group rank and estimated National<br />
Curriculum Maths overall level)<br />
• Group Demographic Comparison – this table shows raw score<br />
and SAS means and standard deviations for each group of<br />
students<br />
• Comparison of group and national stanine distributions – the bar<br />
chart shows the percentage of students that fall within certain<br />
ranges of scores<br />
• Analysis by Strands – the bar chart shows which percentage of<br />
pupils that fall within different National Curriculum Maths levels<br />
for each strand<br />
• Analysis by Age Equivalent Band – this table shows the<br />
percentage of pupils by age equivalent bands<br />
Designed to be administered on a<br />
one-to-one basis, SENT-R<br />
comprises a total of 68 questions<br />
across nine different National<br />
Curriculum levels. There are 2<br />
versions of the test - Form A and<br />
Form B - with one version to be<br />
done at re-test stage. The test<br />
can be used at any time during<br />
the school year to assess<br />
individuals or groups of pupils.<br />
Why use SENT-R?<br />
• SENT-R has been designed to<br />
identify a pupil’s specific number<br />
skills, to help inform targeted<br />
teaching strategies<br />
• It can be used to monitor the<br />
impact of teaching interventions<br />
on rate of progress<br />
• The test will enable you to group<br />
children with similar levels of<br />
attainment to facilitate teaching<br />
• Levelling between National<br />
Curriculum levels P6 through to<br />
2A is enabled<br />
• The images in the test book and<br />
other stimulus materials are<br />
engaging and relate the tasks to<br />
recognisable everyday activities<br />
Contents: The following items are included within the Complete Set: 1 x Form A<br />
Easel, 1 x Form B Easel, 1 x Handbook, 10 x Pupil Response Booklets Form A, 10 x<br />
Pupil Response Booklets Form B, 20 x Scoring Booklets Form A & B, 16 x Sets of<br />
Resource Cards, 2 x Sets of ten cubes and 2 x Sets of plastic coins<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 20677/GLA500 £125.00*<br />
Complete Set and 1-year licence<br />
for the Online Marking Tool 978 07087 20691/GLA500 £157.50*<br />
1-year licence for the Online<br />
Marking Tool 978 07087 20684/GLA500 £80.00*<br />
Pupil Booklets (Packs of 10)<br />
Pupil Booklet Form A 978 07087 20707/GLA500 £19.00*<br />
Pupil Booklet Form B 978 07087 20714/GLA500 £19.00*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 43
NUMERACY<br />
Progress in Maths<br />
Tandi Clausen-May, Hannah Vappula, Graham Ruddock, National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
Paper: 4–14 years<br />
Digital: 6–14 years<br />
Suitable for:<br />
Teachers, Maths Co-ordinators<br />
and SENCOs<br />
Administration:<br />
Group<br />
Timed:<br />
30–50 minutes<br />
<br />
<br />
Also Available:<br />
The Welsh version of Progress<br />
in Maths. Please call 0845 602<br />
1937 to order<br />
Progress in Maths (PiM) tests a pupil’s mathematical skills and<br />
concepts, and has become established as the standardised maths<br />
assessment of choice in many schools. The group test highlights pupils’<br />
strengths and weaknesses, helping teachers and SENCOs to address<br />
areas of concern and build upon what pupils already know in order to<br />
increase their understanding.<br />
The structure and content of the test allow for pupils to be tested<br />
annually, often used summatively at the end of the year. Each test has<br />
been developed to be age-appropriate in both presentation and<br />
content. Those for the youngest pupils are administered in small groups<br />
(and may be given individually) and require very young learners to<br />
demonstrate their understanding of number and shape.<br />
Tests for 6 to 11-year-olds cover number, shape and data handling with<br />
algebra being introduced into the series in PiM 10. In the tests for 6 to<br />
8-year-olds, all questions are given orally and throughout the series the<br />
amount of reading has been kept to a minimum.<br />
Suitable for use<br />
in implementing<br />
the Curriculum<br />
for Excellence<br />
Why use PiM?<br />
Progress In Maths Digital mirrors<br />
the well established paper test<br />
with the added benefit of<br />
automatic scoring, supported by<br />
instant diagnostic reporting.<br />
These reports illustrate: pupils’<br />
results by Standard Age Score,<br />
comparison of group and national<br />
scores (by gender and whole<br />
group), analysis of results by<br />
process category (against<br />
national scores) and questions<br />
listed by school-national<br />
difference.<br />
• PiM is available for pupils from age 4 right through to 14 years, providing<br />
a continual assessment across the primary and secondary phases<br />
• You will obtain an overview of a pupil’s mathematical strengths and<br />
weaknesses to inform appropriate target setting<br />
• PiM is an ideal assessment for year-on-year monitoring of progress over<br />
time and identifying the effectiveness of intervention strategies<br />
• For younger pupil’s, PiM 6–8 is administered orally so that reading is not<br />
a factor that may hamper a pupil’s scores<br />
Items from Progress in Maths 9 Digital<br />
• PiM 11 is ideal for use in Y7 to benchmark pupils on entry to secondary<br />
school<br />
. . . and PiM Digital?<br />
• Digital testing allows the automatic delivery of results as soon as tests<br />
are complete, saving hours of marking time and waiting for scores<br />
• Instant diagnostic reports allow you to act immediately on results, and<br />
data can be integrated with other school information<br />
• Pupils are able to manipulate onscreen elements of selected questions<br />
and give their answers in a range of ways that are engaging and<br />
stimulating<br />
• Computer-based assessment often feels more relevant and less<br />
daunting for pupils, and audio support is included for the youngest<br />
pupils (6, 7 and 8)<br />
The Getting the Best from Progress in Maths<br />
Handbook and CD-ROM is still available. Go<br />
online www.gl-assessment.co.uk/pimhandbook<br />
for further details.<br />
44
NUMERACY<br />
a complete approach<br />
Progress in Maths Scoring & Reporting Service<br />
Marking, managing and interpreting your data is made easy with our<br />
Progress in Maths Scoring & Reporting Service. Our comprehensive<br />
service takes the work out of using PiM to deliver fast and accurate results<br />
in a range of reports tailored to your needs.<br />
Designed to ensure that you gain full value from the data PiM provides, our<br />
recently launched Testwise Reporting System (TRS) has transformed the<br />
traditional service administered by post to a fully functional online service.<br />
The service guarantees a much higher level of accuracy in the marking,<br />
interpretation and calculation of scores, a reduction in the turnaround time<br />
for reports and the option to order additional reports easily.<br />
Data files in Excel and CSV format and even PDF reports can be imported<br />
directly into your School Information System, providing immediate and<br />
easy access to detailed pupil portfolios in addition to test scores.<br />
In order to subscribe to the Progress in Maths Scoring & Reporting<br />
Service, you must pre-register, call 0845 602 1937.<br />
For schools that choose to mark their own papers, our brand new<br />
Online Marking Tool (OMT) can be purchased. Please call 0845 602<br />
1937 for further information.<br />
PiM in our portfolio<br />
Progress in Maths identifies a pupil’s attainment in mathematics.<br />
Combined with data from the Cognitive Abilities Test (CAT) (pages<br />
10–18), which provides a comprehensive overview of a pupil’s<br />
reasoning ability, PiM will help you compare ability with attainment to<br />
identify anomalies and provide additional insights into a child’s learning.<br />
Go online to view case studies, sample reports and a digital demo<br />
www.gl-assessment.co.uk/pimdigital<br />
Sample Report showing analysis by process area<br />
Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk/<br />
pimsamples<br />
Prices<br />
*+VAT<br />
PiM Paper<br />
Teacher Guide Packs<br />
Progress in Maths 4 978 07087 16588/GLA500 £23.20<br />
Progress in Maths 5 978 07087 16595/GLA500 £23.20<br />
Progress in Maths 6 978 07087 16601/GLA500 £23.20<br />
Progress in Maths 7 978 07087 16618/GLA500 £23.20<br />
Progress in Maths 8 978 07087 16625/GLA500 £23.20<br />
Progress in Maths 9 978 07087 16632/GLA500 £23.20<br />
Progress in Maths 10 978 07087 16649/GLA500 £23.20<br />
Progress in Maths 11 978 07087 16656/GLA500 £23.20<br />
Progress in Maths 12 978 07087 16663/GLA500 £23.20<br />
Progress in Maths 13 978 07087 16670/GLA500 £23.20<br />
Progress in Maths 14 978 07087 16687/GLA500 £23.20<br />
Pupil Booklets (Packs of 10)<br />
Progress in Maths 4 978 14060 47257/GLA500 £14.50*<br />
Progress in Maths 5 978 14060 47271/GLA500 £14.50*<br />
Progress in Maths 6 978 14060 47295/GLA500 £14.50*<br />
Progress in Maths 7 978 14060 47325/GLA500 £14.50*<br />
Progress in Maths 8 978 14060 47349/GLA500 £14.50*<br />
Progress in Maths 9 978 14060 47363/GLA500 £14.50*<br />
Progress in Maths 10 978 14060 47387/GLA500 £14.50*<br />
Progress in Maths 11 978 14060 47400/GLA500 £14.50*<br />
Progress in Maths 12 978 14060 47424/GLA500 £14.50*<br />
Progress in Maths 13 978 14060 47448/GLA500 £14.50*<br />
Progress in Maths 14 978 14060 47462/GLA500 £14.50*<br />
Getting the Best from PiM Handbook<br />
& CD-ROM 978 07087 19367/GLA500 £36.99<br />
PiM Digital<br />
Individual Administration<br />
Level 6 978 07087 15857/GLA500 £5.15*<br />
Level 7 978 07087 15789/GLA500 £5.15*<br />
Level 8 978 07087 15796/GLA500 £5.15*<br />
Level 9 978 07087 15819/GLA500 £5.15*<br />
Level 10 978 07087 15826/GLA500 £5.15*<br />
Level 11 978 07087 15833/GLA500 £5.15*<br />
Level 12 978 07087 16465/GLA500 £5.15*<br />
Level 13 978 07087 16489/GLA500 £5.15*<br />
Level 14 978 07087 16502/GLA500 £5.15*<br />
Minimum order of 10 administrations required<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
PiM Scoring & Reporting Service<br />
Hand Scoring 978 14060 46588/GLA500 £2.50 per test*<br />
Standard Service 978 14060 46618/GLA500 £1.35 per test*<br />
Individual Pupil Reports 978 14060 46632/GLA500 52p per test*<br />
School Results Data 978 14060 52091/GLA500 £99.00*<br />
LA Results Data 978 14060 52107/GLA500 £175.00*<br />
Online Marking Tool 978 14060 75045/GLA500 £80.00*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 45
NUMERACY<br />
Mental Mathematics 6–11<br />
Sample Questions from Mental<br />
Mathematics 6 and 10<br />
National Foundation for Educational Research<br />
quick guide<br />
Age Range:<br />
6–11+ years<br />
Suitable for:<br />
Teachers and SENCOs<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
Approx 20 minutes<br />
primary<br />
only<br />
Mental Mathematics is a series of standardised tests that can be<br />
administered individually or in a group setting to pupils between 6 to<br />
11+ years. Based on a broad coverage of mathematics, the series will<br />
help you to assess an individual or group’s mental agility skills in maths<br />
year-on-year and build up your pupils’ confidence and skills in mental<br />
maths.<br />
Delivered orally by CD-ROM, the questions address the key areas of the<br />
maths curriculum (number and algebra, shape, space and measure,<br />
handling data) and cover aspects of the curriculum that can be<br />
assessed through a mental test.<br />
Why use Mental Mathematics?<br />
• It builds a pupil’s confidence and skills in mental maths across the<br />
primary phase<br />
• The series provides Standard Age Score for comparing pupils’<br />
performance accurately with others in the same age group<br />
• Encourages pupils to solve maths problems in their head without the<br />
use of written instructions<br />
• The series can be used to provide an assessment of overall attainment<br />
in mental maths<br />
Contents: Teacher Guide Pack contains: Teacher’s Guide and At-a-Glance Guide.<br />
Sample Pupil Booklets are available to download from www.gl-assessment.co.uk/<br />
mmsamples<br />
Prices<br />
*+VAT<br />
Teacher Guide Packs<br />
Mental Mathematics 6 978 07087 17271/GLA500 £25.00<br />
Mental Mathematics 7 978 07087 17288/GLA500 £25.00<br />
Mental Mathematics 8 978 07087 17295/GLA500 £25.00<br />
Mental Mathematics 9 978 07087 17301/GLA500 £25.00<br />
Mental Mathematics 10 978 07087 17318/GLA500 £25.00<br />
Mental Mathematics 11 978 07087 17325/GLA500 £25.00<br />
Pupil Booklets (Packs of 10)<br />
Mental Mathematics 6 978 07087 09917/GLA500 £14.00*<br />
Mental Mathematics 7 978 07087 09924/GLA500 £14.00*<br />
Mental Mathematics 8 978 07087 09931/GLA500 £14.00*<br />
Mental Mathematics 9 978 07087 09948/GLA500 £14.00*<br />
Mental Mathematics 10 978 07087 09955/GLA500 £14.00*<br />
Mental Mathematics 11 978 07087 09962/GLA500 £14.00*<br />
46
NUMERACY<br />
Measuring Success in Maths<br />
Mental and Written Tests for Years 1 to 6<br />
Alan Edmiston and Jenny Lawson<br />
quick guide<br />
Age Range:<br />
5–11 years<br />
primary<br />
only<br />
Suitable for:<br />
Teachers and Private Tutors<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
Mental tests: 5-10 minutes,<br />
Written tests: 20 minutes, Tasks<br />
(KS1 only): 20 minutes<br />
Measuring Success in Maths is a<br />
series of photocopiable maths<br />
tests that can be used regularly<br />
throughout the school year.<br />
Informed by past national test<br />
questions, it offers a flexible mix<br />
of both Mental and Written tests<br />
that can be used across Key<br />
Stages 1 and 2.<br />
Initial tests for pupils in Year 1 are<br />
task based. As pupils progress<br />
through the year, Mental and<br />
Written tests are introduced that<br />
reflect their increasing capability<br />
and these continue into Year 2. For Years 3 to 6 there are three Mental<br />
and Written tests for each block of the Framework. This comprehensive<br />
approach enables teachers to monitor progress at different points in the<br />
school year and at the end of Key Stages 1 and 2.<br />
Why use Measuring Success in Maths?<br />
• The easy-to-use tests will help you assess the growing understanding of<br />
your pupils quickly and effectively, as they complete mathematical topics<br />
• Results will help teachers and private tutors target their teaching to the<br />
needs of both individuals and groups<br />
• Teachers can enter pupils scores into a free online Level Converter to<br />
calculate their National Curriculum levels<br />
• Due to its photocopiable format, the tests are very cost-effective<br />
Example screenshot for the online Level Converter<br />
“The mental maths tests are proving useful for<br />
SATs revision – some different ways of wording<br />
questions is a bonus, as children can rely too<br />
much on the usual verbal cues.”<br />
Primary Maths Co-ordinator, Tyne and Wear<br />
Contents: Each book contains photocopiable tests with teacher’s notes, answers,<br />
class record sheet, plus access to an online Level Converter<br />
Prices<br />
*+VAT<br />
Book<br />
Years 1&2 978 07087 17844/GLA500 £62.00<br />
Year 3 978 07087 17851/GLA500 £52.00<br />
Year 4 978 07087 17868/GLA500 £52.00<br />
Year 5 978 07087 17875/GLA500 £52.00<br />
Year 6 978 07087 17882/GLA500 £52.00<br />
Complete Set of Maths Books 978 07087 18117/GLA500 £200.00<br />
Books (Maths and Science)<br />
Years 1&2 978 07087 18063/GLA500 £105.00<br />
Year 3 978 07087 18070/GLA500 £80.00<br />
Year 4 978 07087 18087/GLA500 £80.00<br />
Year 5 978 07087 18094/GLA500 £80.00<br />
Year 6 978 07087 18100/GLA500 £80.00<br />
Sample Written test questions (Year 4)<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 47
SCIENCE<br />
Measuring Success in Science<br />
Unit Tests for Years 1 to 6<br />
John Stringer<br />
quick guide<br />
Age Range:<br />
5–11 years<br />
Suitable for:<br />
Teachers and Private Tutors<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
30 minutes per test<br />
primary<br />
only<br />
“The increasing difficulty of<br />
the questions is useful as it<br />
immediately informs you of<br />
the children in need of<br />
support and of those working<br />
at a higher level. An<br />
impressive set of materials –<br />
great for enquiring minds.”<br />
Primary Science Co-ordinator,<br />
Warwickshire<br />
Measuring Success in Science is a series of photocopiable science<br />
tests that can be used regularly throughout the school year. The test<br />
topics are thematic and designed to measure a pupil’s understanding<br />
and ability across the subject of science.<br />
Each test includes questions aimed at the experimental and<br />
investigative work in Scientific Enquiry, and all questions vary in style<br />
and increase in difficulty across each test. Designed for use at the end<br />
of units of work, Measuring Success in Science enables teachers and<br />
private tutors to monitor progress at the end of Key Stages 1 and 2.<br />
Free end-of-year tests are also included as part of Measuring Success<br />
in Science. These comprise paper tests for Years 1 and 2, and digital<br />
tests for Years 3 to 6 (with two tests for each year, at different levels).<br />
The easy to administer digital tests offer instant scoring, data analysis<br />
and reporting. The reports produced profile both pupil and group<br />
performance.<br />
Why use Measuring<br />
Success in Science?<br />
• Measuring Success in Science<br />
tests a pupil’s understanding of<br />
topics and enables teachers to<br />
gauge ongoing progress<br />
throughout the year<br />
• Results will help teachers and<br />
private tutors target their<br />
teaching to the needs of both<br />
individuals and groups<br />
• Teachers can enter pupils<br />
scores into a free online Level<br />
Converter to calculate their<br />
National Curriculum levels<br />
• The test highlights common<br />
misconceptions and suggests<br />
ideas for ongoing development<br />
• Due to its photocopiable format,<br />
the tests are very cost-effective<br />
Contents: Each book contains photocopiable tests with teacher’s notes, answers,<br />
class record sheet, access to an online Level Converter, plus digital end-of-year tests<br />
for Years 3 to 6<br />
Sample question from digital end-ofyear<br />
test (Year 3)<br />
Sample unit test questions<br />
(Year 3)<br />
Prices<br />
*+VAT<br />
Book<br />
Years 1 & 2 978 07087 17899/GLA500 £62.00<br />
Year 3 978 07087 17905/GLA500 £52.00<br />
Year 4 978 07087 17912/GLA500 £52.00<br />
Year 5 978 07087 18414/GLA500 £52.00<br />
Year 6 978 07087 17929/GLA500 £52.00<br />
Complete Set of Science Books 978 07087 18056/GLA500 £200.00<br />
Books (Science and Maths)<br />
Years 1 & 2 978 07087 18063/GLA500 £105.00<br />
Year 3 978 07087 18070/GLA500 £80.00<br />
Year 4 978 07087 18087/GLA500 £80.00<br />
Year 5 978 07087 18094/GLA500 £80.00<br />
Year 6 978 07087 18100/GLA500 £80.00<br />
48
ASSESSMENT FOR LEARNING<br />
Black Box Series<br />
Edited by Edited by Paul Black, Christine Harrison, Bethan Marshall and<br />
Dylan Wiliam<br />
quick guide<br />
Age Range:<br />
5–18 years<br />
Suitable for:<br />
Teachers and Educational<br />
Psychologists<br />
Timings:<br />
Untimed<br />
The Black Box Series offers easy-to-read advice for teachers on how to<br />
implement the key techniques within formative assessment –<br />
questioning, feedback, and peer/self assessment. Each booklet<br />
includes important research findings and recommendations for<br />
supporting and embedding assessment for learning in classrooms. This<br />
is a ‘must-read’ collection for any teaching professional interested in<br />
improving pupils’ learning through formative assessment.<br />
The series comprises:<br />
Inside the Black Box<br />
Inside the Black Box offers a concise discussion of the merits and potential<br />
benefits of formative assessment and how schools should consider and<br />
debate the introduction of ‘assessment for learning’ in order to raise<br />
standards.<br />
Working Inside the Black Box<br />
Working Inside the Black Box takes a more practical slant, offering<br />
practical ideas and advice for the improvement of classroom<br />
assessment through the key formative assessment methods.<br />
Inside the Primary Black Box<br />
This booklet offers practical information and examples drawn from a<br />
variety of subjects and age ranges on how to implement formative<br />
assessment in primary school and early years settings. A range of<br />
questioning techniques are<br />
highlighted to identify children’s<br />
understanding and present a<br />
range of strategies to promote<br />
collaboration and dialogue in the<br />
classroom.<br />
Black Box Subject Series<br />
A collection of subject-specific<br />
booklets that outline the<br />
principles of formative<br />
assessment and how they can be<br />
applied in the classroom. They<br />
offer advice to teachers on how<br />
to interact more effectively with<br />
pupils so as to promote their<br />
learning and attainment in specific<br />
subject areas. Subject areas<br />
offered include Maths, Science,<br />
English, Geography, Modern<br />
Foreign Languages, ICT and<br />
Design and Technology.<br />
Why use the Black<br />
Box Series?<br />
• Assessment for learning is at<br />
the heart of effective learning<br />
and teaching and has been<br />
recognised as a key factor in<br />
raising pupils’ standards of<br />
achievement<br />
• Based on extensive research by<br />
the King’s College London team<br />
with teachers throughout the<br />
United Kingdom, the unique<br />
booklets offer specific examples<br />
of what ‘assessment for<br />
learning’ can look like across<br />
the relevant subject areas<br />
• The booklets are practical,<br />
concise and easily absorbed in<br />
one sitting by busy teachers<br />
• It offers evidence-based ideas<br />
and advice on the improvement<br />
of classroom assessment<br />
Suitable for use<br />
in implementing<br />
the Curriculum<br />
for Excellence<br />
Prices<br />
Inside the Black Box 978 07087 13815/GLA500 £5.75<br />
Working Inside the Black Box 978 07087 13792/GLA500 £5.75<br />
Inside the Primary Black Box 978 07087 17684/GLA500 £5.75<br />
English Inside the Black Box 978 07087 16861/GLA500 £5.75<br />
Mathematics Inside the Black Box 978 07087 16878/GLA500 £5.75<br />
Science Inside the Black Box 978 07087 14447/GLA500 £5.75<br />
Geography Inside the Black Box 978 07087 17554/GLA500 £5.75<br />
ICT Inside the Black Box 978 07087 17639/GLA500 £5.75<br />
Modern Foreign Languages<br />
Inside the Black Box 978 07087 17653/GLA500 £5.75<br />
Design & Technology<br />
Inside the Black Box 978 07087 17646/GLA500 £5.75<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 49
PUPIL ATTITUDES<br />
Pupil Attitudes to Self and School (PASS)<br />
Dr Glen Williams and Bob Whittome<br />
quick guide<br />
Age Range:<br />
4–18+ years<br />
Suitable for:<br />
Head Teachers and Senior<br />
Leadership Teams, Teachers,<br />
SENCOs, Educational Psychologists,<br />
Clinical Psychologists, Health<br />
Professionals, School Improvement<br />
Officers and Behavioural Specialists<br />
Administration:<br />
Whole School, Group or Individual<br />
Timings:<br />
Untimed<br />
Also Available:<br />
Cognitive Abilities Test<br />
See pages 10–18<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
Now fully mapped to the<br />
four Capacities of the<br />
Curriculum for Excellence.<br />
Call 0845 602 1937<br />
for your free mapping grid.<br />
Pupil Attitudes to Self and School (PASS) is an all-age attitudinal survey<br />
that provides a robust, standardised measurement of a pupil’s attitudes<br />
towards themselves as learners and their attitudes towards school, and is<br />
already used by thousands of schools and over 100 Local Authorities in<br />
the UK.<br />
Attitudes are formed by and affect how we feel, what we do and how we<br />
think. In a school setting, a pupil’s attitudes to learning can influence their<br />
whole experience of education and have significant effects on their overall<br />
levels of attainment, engagement and well-being. Through regular<br />
assessment, a complete picture of a pupil’s motivation, strengths,<br />
anxieties, school-based relationships and future learning behaviours can<br />
be built. This can help inform appropriate intervention strategies, increase<br />
rates of progress and provide a sound basis for a more personalised<br />
approach to learning for those most at risk.<br />
PASS is a 20 minute survey comprised of a series of short psychometric<br />
statements which look at factors shown to be significantly linked to key<br />
<strong>educational</strong> goals, such as feelings about school (‘My teachers tell me<br />
when I have done something well’) or self-regard (‘I am clever’). A low<br />
score in one or more of these areas can offer teachers an insight into any<br />
obstacles in the way of pupils’ making progress, whilst pinpointing<br />
negative barriers to learning that may not otherwise be apparent.<br />
On completion, the survey is submitted by the teacher to GL Assessment<br />
at the click of a button, and within 2-5 working days a series of<br />
comprehensive reports are delivered. These reports collate results<br />
produced by PASS, to reveal individual, whole class and whole school<br />
attitudinal profiles. The results are broken down to show how your<br />
individual pupils, groups and the whole school compare nationally by<br />
gender, ethnic categories and year groups.<br />
Why are standardised attitudinal measures<br />
becoming increasingly popular?<br />
As a teacher:<br />
• Would you like to be able to predict accurately which pupils in your<br />
class are most likely to stop attending?<br />
• Would it help you to find a solution if you knew why a pupil<br />
misbehaved in class?<br />
• Would you like an insight into any obstacles that are blocking the path<br />
for your pupils to maximise their attainment?<br />
Why use PASS?<br />
• PASS will help inform your<br />
teaching strategies and<br />
intervention programmes to<br />
help raise standards of<br />
attainment and pupil well-being<br />
• It screens for emotionally<br />
vulnerable young people and<br />
those with possible mental<br />
health issues, to ensure those<br />
most at risk do not slip through<br />
the net<br />
• PASS will help you understand<br />
the causes of current and likely<br />
behaviours of pupils, to aid<br />
effective target setting and<br />
highlight areas of development<br />
for every individual<br />
• The attitudinal survey meets the<br />
requirements of the latest<br />
school inspection frameworks<br />
which focus heavily on<br />
behaviour and attendance and<br />
the wider coalition agenda in<br />
maintaining safety and discipline<br />
• PASS informs scalable<br />
development planning at both<br />
school and regional levels,<br />
through comprehensive<br />
reporting and intervention<br />
strategies<br />
• PASS provides an objective<br />
means for joint collaborative<br />
problem-solving working with<br />
parents, carers and extended<br />
families, as well as external<br />
agencies<br />
ASCL Member discounts<br />
available for the<br />
PASS Online Intervention Service.<br />
Call 0845 602 1937<br />
for further details<br />
If you answered a resounding ‘yes’ to these questions, you’ll understand<br />
some of the reasons why standardised attitudinal measures have been<br />
gaining popularity in schools up and down the country for some time.<br />
With limited resources at so many schools’ disposal and the pressure to<br />
narrow the attainment gap and raise standards for all, teachers need<br />
robust evidence to help decide how to prioritise and target support.
PUPIL ATTITUDES<br />
Online Intervention System<br />
Users of PASS can benefit from an accompanying Online Intervention<br />
System at an additional cost. The system presents over 3000 possible<br />
combinations of intervention strategies drawn from research reviews and<br />
best practice at all levels.<br />
The nine standardised factors<br />
The PASS survey measures pupils’ attitudes by focussing on nine<br />
standardised attitudinal factors, significantly linked to key <strong>educational</strong><br />
goals:<br />
• Feelings about school. What is sometimes called ‘School<br />
Connectedness’. Explores whether a pupil feels they belong to or are<br />
alienated from their school community<br />
• Perceived Learning Capability. Offers a snapshot of a learner’s<br />
unfolding impressions of self-efficacy and can reveal early warning<br />
signs of demoralisation and disaffection<br />
• Self regard. Equivalent to self-worth but more focussed specifically on<br />
learning and therefore has a greater correlation with achievement<br />
• Preparedness for learning. Explores whether a pupil feels they have<br />
the tools in place to learn<br />
a complete approach<br />
PASS in our portfolio & in the spotlight<br />
With the Coalition Government highlighting the importance of raising<br />
attainment and enabling all pupils to maximise their potential within<br />
education, it is essential that you understand the specific motivations,<br />
feelings, aspirations and learning barriers of each pupil. PASS<br />
provides highly personalised analysis of a pupil’s attitudes to learning,<br />
enabling teachers to identify, track, and monitor the type of teaching<br />
and intervention each pupil requires which, in turn, is more likely to<br />
raise the attainment of that pupil.<br />
PASS, combined with our Cognitive Abilities Test (CAT) (pages<br />
10–18), can deliver a more complete picture of a pupil’s ability and<br />
attitudes. By providing a highly reliable measurement of nine core<br />
attitudinal factors, PASS answers many of the questions raised when<br />
there are discrepancies between attainment and CAT scores.<br />
In light of the Allen Review, the cognitive-behavioural link embedded<br />
within PASS can also be used to support early intervention across all<br />
ages, including older children and young adults. Examples of this<br />
include its ability to screen for emotionally vulnerable children and to<br />
pinpoint pupils at risk of poor attendance up to 12 months before<br />
they actually stop attending school.<br />
With behaviour and safety being one of only four key areas in Ofsted’s<br />
new inspection framework, schools also benefit from the long<br />
established usage of PASS to address disaffection, even in some of<br />
the most demanding clinical settings across the UK.<br />
Go online to view case studies and further information<br />
on PASS – www.gl-assessment.co.uk/pass<br />
• Attitudes to teachers. A pupil’s perception of the relationships they<br />
have with school staff<br />
• General work ethic. Highlights pupils’ aspirations and motivation to<br />
succeed in life<br />
• Confidence in learning. Identifies pupils’ ability to persevere when<br />
faced with a challenge<br />
• Attitudes to attendance. Identifies pupils’ attitudes towards attending<br />
school which correlates predictively with their future attendance<br />
• Response to curriculum demands. A second motivational measure,<br />
focussing more narrowly on school-based motivation to undertake and<br />
complete curriculum based tasks<br />
If you are a cluster of schools interested in using PASS for the first<br />
time, we offer FREE seminars. Please call 0845 602 1937 (option 5)<br />
to arrange a FREE seminar to discuss PASS in more detail<br />
Prices<br />
*+VAT<br />
PASS Online<br />
No of pupils<br />
(3 Year, 3 Survey Contract) 300<br />
Ages 7-11 (KS2. P2-P7)) Prices per year £450* £525* £650*<br />
Additional Online Surveys (within contract time)<br />
Price per survey £225* £265* £325*<br />
No of pupils<br />
1500<br />
Ages 11- 16 (KS3 & 4, S1 – S4) Prices per year £850* £950* £1095*<br />
Additional Online Surveys (within contract time)<br />
Price per survey £425* £475* £550*<br />
No of pupils<br />
1-50 51-120 120-200<br />
PASS Project (Each Keystage) Price per survey £100* £200* £300*<br />
PASS Ages 4-7 (KS1. P1-P2) and ages16-18 (KS5. S6) – Price per year £400*<br />
PASS KS1 or KS5 + KS2-4 – Price per year (when bought together) £300*<br />
Online intervention System – Annual £175*<br />
PASS Standalone Software<br />
PASS standalone – CD / Download – First year payment £450*<br />
Software Licence Renewal - Annual £150*<br />
Find your Area Consultant on pages 4– Tel: 84 62 937 www.gl-assessment.co.uk
PUPIL ATTITUDES<br />
PASS Interpretation & Analysis Services<br />
GL Assessment has developed a series of Interpretation & Analysis<br />
Services for Pupil Attitudes to Self and School (PASS), designed to help<br />
schools realise the full potential of their PASS data. Whilst PASS report<br />
data gives you a complete overview of a pupil’s attitudes towards<br />
themselves as learners and their attitudes towards school, effective<br />
interpretation and analysis empowers teachers and SENCOs to build<br />
effective intervention programmes and target support to those most in<br />
need. This in turn helps raise standards of attainment and pupil wellbeing.<br />
Various levels of support are offered, enabling you to choose the<br />
level of support most suitable to your needs. The levels of support are<br />
outlined below.<br />
Local Workshop<br />
Workshops held on your premises provide a guided analysis of PASS<br />
data, with opportunities to reflect as well as discuss approaches with<br />
colleagues.<br />
Led by an experienced facilitator with Senior Leadership experience,<br />
workshops can focus on:<br />
• Understanding PASS assessment and interpreting the 9 factors at<br />
strategic and operational levels<br />
• Sharing and using PASS information to inform work with students,<br />
teachers, multi-agency teams and parents<br />
• Using PASS to set smarter monitoring and tracking targets:<br />
– to improve student well-being, behaviour and attendance<br />
– provide effective personalised learning for students working at all<br />
levels of ability<br />
– to reduce disaffection<br />
• Using PASS to identify successful strategies for your school context<br />
Workshops are based on our Professional Development Modules,<br />
designed to allow maximum flexibility for use in school or with a cluster<br />
of schools. Two modules (D5 and D6) have been specifically developed<br />
to support schools in getting the most from PASS. Each module is<br />
delivered to groups by an experienced, professional facilitator during a<br />
three-hour face-to-face session, making it possible to slot in as an afterschool<br />
session.<br />
£ Available from £ + VAT or less per participant.<br />
(Designed to be delivered on-site with a minimum cost of £ +<br />
VAT for up to participants.<br />
A maximum group size of 2 also applies. This is charged at only<br />
£7+VAT, reducing significantly the cost per person for larger<br />
groups.<br />
These modules are provided by GL Performance, our school<br />
improvement division, and provide a comprehensive solution for your<br />
wider Professional Development need. Many modules are at Masters<br />
level with accreditation from Bath Spa University.<br />
Go online for a detailed overview of all modules –<br />
www.gl-performance.co.uk/pds<br />
Consultancy Service<br />
Our Consultancy Service is an ideal choice for schools looking for an<br />
even deeper and more strategic level of analysis than is possible<br />
through the group session. As part of the service, schools are partnered<br />
with a skilled and experienced facilitator who helps you get to the heart<br />
of your data, identify the key questions and map out the next steps to<br />
address these.<br />
To enable the depth of analysis required, schools must allow their<br />
facilitator prior access to their PASS data.<br />
Our Consultancy Service gives schools the opportunity of exploring in<br />
detail the key questions arising from the commentary, highlighting and<br />
prioritising appropriate strategies for improving pupil well-being and<br />
learning. Includes consideration of how PASS integrates with other data<br />
in schools to target hard to reach groups, such as fragile learners.<br />
£<br />
£7 +VAT<br />
Please call 84 62 937<br />
or email pds@glassessment.co.uk<br />
for<br />
further information or to<br />
organise booking one of<br />
our PASS Interpretation &<br />
Analysis Services<br />
A word on Quality Assurance<br />
To ensure our services have maximum input, our accredited facilitators<br />
have extensive experience at senior leadership level in schools and are<br />
all experienced in working with schools on the use of data to inform<br />
school improvement and review. In addition, our ISO 27001<br />
accreditation means your data is safe with us.<br />
Utilising the same award-winning methodology as PASS, GL Assessment has developed attitudinal<br />
surveys for use by parents/carers 'Parents Attitudes to their Childs Education' (PACE) and teachers<br />
‘Staff and Teachers Attitude Questionnaire’ (STAQ). The 20 minute surveys can be completed online or<br />
via a paper version (upon request). For further information, prices or to book a free no obligation<br />
appointment with one of our area consultants, please call 0845 602 1937 or visit<br />
www.gl-assessment.co.uk/staqandpace<br />
2
SPECIAL EDUCATIONAL NEEDS<br />
Dyslexia Screener Digital and Downloadable Version<br />
Martin Turner and Pauline Smith<br />
quick guide<br />
Age Range:<br />
5–16+ years<br />
Suitable for:<br />
SENCOs, Teachers and<br />
Educational Psychologists<br />
Administration:<br />
Individual<br />
Timings:<br />
Untimed<br />
Also Available:<br />
Dyslexia Portfolio See page 54<br />
Dyslexia Screener Digital is an<br />
innovative online assessment that<br />
identifies dyslexic tendencies and<br />
recommends intervention<br />
strategies. Dyslexia Screener<br />
Downloadable Version is also<br />
available, and is downloadable -<br />
so no internet connection is<br />
required when actually sitting the<br />
test. Fully standardised, these 30<br />
minute tests are ideal for<br />
screening an entire year group or<br />
just those pupils showing some<br />
signs of difficulty. It can play an<br />
important part in helping both<br />
specialist and non-specialist<br />
teachers distinguish between<br />
those individuals who are having<br />
general difficulties in literacy and<br />
those whose difficulties are<br />
associated with dyslexia.<br />
Comprising six tests covering the<br />
three areas of Ability, Attainment<br />
and Diagnostic, Dyslexia Screener<br />
Digital offers instant scores and a<br />
range of instant reports, including<br />
a useful individual report that is<br />
specifically designed for<br />
communication with parents.<br />
Parent/Carer report<br />
Why use Dyslexia Screener Digital?<br />
• The Dyslexia Screener Digital is an important first stage asset to any<br />
SENCO or learning support teacher who has concerns about a pupil<br />
• All practice, instructions and timings are computer-administered,<br />
enabling easy test administration<br />
• Enhanced individual reporting shows the results of each subtest and<br />
provides recommendations for the next steps, enabling teaching to<br />
be tailored to a pupil’s individual learning needs<br />
• The diagnostic group report offers a convenient way of assimilating<br />
and storing results for a group of readers<br />
• A comprehensive parent/carer report plus further guidance and letter<br />
templates will help support your communication with parents and<br />
carers both before and after screening<br />
Dyslexia Guidance<br />
To ensure pupils with dyslexia achieve their potential, ongoing support in<br />
the classroom and small group settings is essential. GL Assessment’s<br />
Dyslexia Guidance is an invaluable resource for this purpose, providing<br />
specialist teachers with practical advice and support from pre-school<br />
through to university level. It explores the ‘life cycle’ of a pupil, enabling<br />
teachers to better understand the nature of the condition and how best<br />
to support pupils.<br />
Dyslexia Screener Downloadable Version<br />
The downloadable version of the Dyslexia Screener allows you<br />
instant access to the product. Buy it online as a one or three year<br />
licence and simply download the software and licence key to start<br />
your access. You can also take a free 1 month trial before you<br />
decide to buy.<br />
For more information visit our website –<br />
www.gl-assessment.co.uk<br />
Prices<br />
*+VAT<br />
Dyslexia Screener Digital<br />
Annual Licence for Individual<br />
Administrations (Minimum order of £5.15*<br />
10 administrations is required) 978 07087 19473/GLA500 per admin<br />
Dyslexia Screener Downloadable Version<br />
Free Trial 978 07087 21384/GLA500 F.O.C.<br />
1 Year Licence 978 07087 21391/GLA500 £235.00*<br />
3 Year Licence 978 07087 21407/GLA500 £395.00*<br />
Please contact your Area Consultant for details of special assessment<br />
packages. See pages 4–5 for details.<br />
Dyslexia Guidance<br />
*+VAT<br />
Dyslexia Guidance Book 978 07087 17691/GLA500 £52.00<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 53
SPECIAL EDUCATIONAL NEEDS<br />
Dyslexia Portfolio<br />
Martin Turner<br />
quick guide<br />
Age Range:<br />
6–16 years<br />
Suitable for:<br />
SENCOs, Specialist Teachers and<br />
Educational Psychologists<br />
Administration:<br />
Group or Individual<br />
Timed:<br />
(some tests are timed) overall<br />
approx 40 minutes<br />
Also Available:<br />
Dyslexia Screener and Dyslexia<br />
Guidance See page 53<br />
The Dyslexia Portfolio is an ideal<br />
follow-up assessment to the<br />
Dyslexia Screener Digital for<br />
those pupils who may have been<br />
screened as having dyslexic<br />
tendencies, or whose<br />
performance in literacy is causing<br />
concern.<br />
The individual diagnostic<br />
assessment provides a profile of<br />
strengths and weaknesses that<br />
can be translated directly into an<br />
individual teaching plan, enabling<br />
specialist teachers to devise and<br />
implement a relevant and<br />
sensitive, multi-sensory<br />
intervention programme.<br />
Comprising nine sub-tests, the Dyslexia Portfolio takes just 40 minutes<br />
to administer and the one-to one test format allows observation of each<br />
pupil during the test session. The mix of tasks in these tests will help<br />
identify areas of difficulty in word level literacy, phonics and processing.<br />
The nine sub-tests are as follows (some of which can be used for<br />
Access Arrangements):<br />
- Single Word Reading - Naming Speed<br />
- Single Word Spelling - Writing<br />
- Reading Speed - Recall of Digits Forward<br />
- Phoneme Deletion - Recall of Digits Backwards.<br />
- Non-Word Reading<br />
The Portfolio comes with an online Report Generation Tool. Teachers<br />
input raw scores and a graphical and narrative report is produced<br />
instantly, complete with Standard Age Scores and recommendations for<br />
appropriate support and intervention. A parent report is also available.<br />
Why use the Dyslexia<br />
Portfolio?<br />
• Fully standardised, the battery<br />
of short diagnostic tests will<br />
help you identify areas of<br />
difficulty in literacy learning<br />
• The Dyslexia Portfolio provides<br />
valuable information on a pupil’s<br />
strengths and weaknesses so<br />
that appropriate support<br />
programmes and intervention<br />
strategies can be planned<br />
• Online reporting automatically<br />
produces statistical, graphical<br />
and narrative reports on each<br />
individual after scores have<br />
been entered<br />
• The tests in the Portfolio can be<br />
used alongside results from<br />
other tests, such as<br />
GL Assessment’s Dyslexia<br />
Screener and British Picture<br />
Vocabulary Scale: Third Edition,<br />
to provide a comprehensive<br />
pupil profile<br />
a complete approach<br />
the Dyslexia Portfolio in our portfolio<br />
The Dyslexia Portfolio is an ideal-follow-up assessment to the<br />
Dyslexia Screener Digital (page 53). The Dyslexia Screener Digital<br />
will help identify dyslexic tendencies in pupils aged 5-16+ and the<br />
Dyslexia Portfolio will examine these difficulties in more detail so that<br />
appropriate intervention can be planned. To ensure pupils with<br />
dyslexia achieve their potential, ongoing support in the classroom and<br />
small group settings is essential. GL Assessment’s Dyslexia<br />
Guidance (page 53) is an invaluable resource for this purpose,<br />
providing specialist teachers with practical advice and support from<br />
pre-school through to university level.<br />
Visit www.dyslexiaportfolio.co.uk to view supplementary<br />
technical information, frequently asked questions and links<br />
to other support sites<br />
“Dyslexia Action Psychology would wish to encourage a view that<br />
the use of Dyslexia Portfolio certainly gives very valuable<br />
information towards a diagnosis of dyslexia.”<br />
Dyslexia Review, July 2011<br />
Prices<br />
*+VAT<br />
Complete Set<br />
978 07087 19039/GLA500 £165.00*<br />
Record Forms and Pupil Booklets<br />
(5 of each)<br />
978 07087 19008/GLA500 £21.75*<br />
54
SPECIAL EDUCATIONAL NEEDS<br />
Dyscalculia Screener Digital and Downloadable Version<br />
Brian Butterworth<br />
quick guide<br />
Age Range:<br />
6–14+ years<br />
Suitable for:<br />
SENCOs, Teachers and<br />
Educational Psychologists<br />
Administration:<br />
Individual<br />
Timed:<br />
30–35 minutes<br />
Also Available:<br />
Dyslexia Screener Digital See<br />
page 53<br />
Dyscalculia Screener Digital is an<br />
innovative online assessment that<br />
identifies dyscalculic tendencies<br />
and recommends intervention<br />
strategies. Dyscalculia Screener<br />
Downloadable Version is also<br />
available, and is downloadable -<br />
so no internet connection is<br />
required when actually sitting the<br />
test. Fully standardised, these 30<br />
minute tests are ideal for<br />
screening an entire year group or<br />
just those pupils showing some<br />
signs of difficulty. It can play an<br />
important part in helping teachers<br />
distinguish between those<br />
individuals who have poor maths<br />
attainment and those whose<br />
difficulties are associated with<br />
dyscalculia.<br />
The screener provides a true measure of a pupil’s facility with numbers<br />
through evaluating their ability to understand number size, simple<br />
addition and simple multiplication. It also ensures that individuals enter<br />
the test at an appropriate level and are taken out of the test if the<br />
questions become to difficult.<br />
In addition to instant scores, Dyscalculia Screener Digital offers a range<br />
of instant reports, including a useful individual report that is specifically<br />
designed for communication with parents.<br />
Why use Dyscalculia Screener Digital?<br />
• The Dyscalculia Screener Digital is an important first stage asset to<br />
any SENCO or learning support teacher who has concerns about a<br />
pupil<br />
• All practice, instructions and timings are computer-administered,<br />
enabling easy test administration<br />
• Enhanced individual reporting shows the results of each subtest and<br />
provides recommendations for the next steps, enabling teaching to<br />
be tailored to a pupil’s individual learning needs<br />
• The diagnostic group report offers a convenient way of assimilating<br />
and storing results for a group of readers<br />
• A comprehensive parent/carer report plus further guidance and letter<br />
templates will help support your communication with parents and<br />
carers both before and after screening<br />
Number Comparison sub-test – asks<br />
the pupil to select the larger of the<br />
two numbers<br />
Dyscalculia Guidance<br />
Arithmetic<br />
Achievement subtest<br />
asks the pupil<br />
whether the answer<br />
shown is correct<br />
Once a pupil has been identified as having dyscalculic tendencies and<br />
intervention strategies have been put in place, ongoing support in the<br />
classroom and small group settings is essential. GL Assessment’s<br />
Dyscalculia Guidance is an invaluable resource for this purpose,<br />
providing specialist teachers with practical advice and support from preschool<br />
through to university level. Featuring sensible advice and effective<br />
activities, including many photocopiable resources, Dyscalculia<br />
Guidance helps build foundation knowledge vital to the progress of<br />
dyscalculic pupils.<br />
Prices<br />
Dyscalculia Screener Downloadable<br />
Version<br />
The downloadable version of the Dyscalculia Screener allows you<br />
instant access to the product. Buy it online as a one or three year<br />
licence and simply download the software and licence key to start<br />
your access. You can also take a free 1 month trial before you decide<br />
to buy.<br />
For more information visit our website –<br />
www.gl-assessment.co.uk<br />
*+VAT<br />
Dyscalculia Screener Digital<br />
Annual Licence for Individual<br />
Administrations (Minimum order of £5.15*<br />
10 administrations is required) 978 07087 19510/GLA500 per admin<br />
Dyscalculia Screener Downloadable Version<br />
Free Trial 978 07087 21414/GLA500 F.O.C.<br />
1 Year Licence 978 07087 21421/GLA500 £235.00*<br />
3 Year Licence 978 07087 21438/GLA500 £395.00*<br />
Please contact your Area Consultant for details of special assessment<br />
packages.<br />
Dyscalculia Guidance<br />
Dyscalculia Guidance Book 978 07087 11521/GLA500 £52.00<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 55
EARLY INTERVENTION<br />
WellComm: A Speech and Language<br />
Toolkit for the Early Years<br />
Angela Hurd and Diana McQueen, Sandwell Primary Care Trust<br />
quick guide<br />
Age Range:<br />
6 months–6 years<br />
Suitable for:<br />
Specialist and Non-Specialist<br />
Early Years Professionals<br />
Administration:<br />
Individual<br />
Timed:<br />
10–15 minutes<br />
early<br />
years<br />
only<br />
Also Available:<br />
New Group Reading Test See<br />
pages 24–27 York Assessment of<br />
Reading for Comprehension See<br />
pages 28–31 and Teaching<br />
Talking See page 39<br />
Ideal as an initial screening tool, the WellComm Toolkit provides a<br />
complete speech and language toolkit that can be used by all Early<br />
Years practitioners.<br />
An individual assessment developed in collaboration with leading<br />
practitioners at the Sandwell Primary Care Trust, the WellComm Toolkit<br />
is suitable for children aged 6 months to 6 years. The toolkit deploys a<br />
unique traffic light system that clearly identifies children requiring<br />
immediate intervention, as well as those who show potential language<br />
difficulties. The innovative system has the additional benefit of banding<br />
children by placing them into one of three categories, thus enabling the<br />
practitioner to proactively respond to any needs identified:<br />
Red = consider referral to a specialist service for further<br />
advice/assessment<br />
Amber = extra support and intervention required<br />
Green = no intervention currently required<br />
The Big Book of Ideas provides practitioners with over 150 bespoke<br />
intervention activities to meet individual needs as identified through the<br />
screening process. The activities are designed to be fun, engaging and<br />
appropriate for use with both individual children and groups across the<br />
entire age range.<br />
They also provide a helpful guide<br />
for parents to support their child’s<br />
development at home. All<br />
activities are photocopiable and<br />
can be printed from the<br />
Resources CD that is included in<br />
the WellComm Toolkit.<br />
The WellComm Toolkit includes a<br />
comprehensive Training DVD to<br />
help deliver in-house training. It<br />
also includes an online Report<br />
Wizard which allows both large<br />
and small organisations, including<br />
Local Authorities, to monitor and<br />
evaluate the progress made by<br />
children using the WellComm<br />
Toolkit. The Wizard can report on<br />
children across any number of<br />
linked settings and can generate<br />
individual, group and Local<br />
Authority reports. The Online<br />
Report Wizard is available at an<br />
additional cost.<br />
Did you know?<br />
In primary school<br />
children, the most<br />
prevalent type of<br />
special need is<br />
speech, language and<br />
communication<br />
DfE Statistical Release,<br />
June 2011<br />
56
EARLY INTERVENTION<br />
Why use The WellComm Toolkit?<br />
• The WellComm Toolkit is suitable for use by<br />
non-specialist early years professionals in identifying<br />
children who need immediate referral and support<br />
Example score sheets<br />
• The WellComm Toolkit provides tailored intervention activities that can<br />
help improve language skills, whatever the age or ability of the child<br />
• It is ideal for screening children’s communication skills on entrance to<br />
school at 5 years of age<br />
• The assessment monitors the levels of children’s speech and language<br />
as interventions are introduced, allowing the evaluation of their impact<br />
• It ensures each child receives the exact support and intervention<br />
he/she needs<br />
• It helps reduce unnecessary and costly referrals to local speech and<br />
language therapy services<br />
• The WellComm Toolkit has been tested and trialled on over 7,000<br />
children in the Sandwell Local Authority<br />
Sample activity from The Big Book<br />
of Ideas<br />
a complete approach<br />
The WellComm Toolkit in our portfolio<br />
Difficulties with language can have catastrophic and long-term effects<br />
on the progression of a child’s overall development. It is vital that<br />
language skills are frequently monitored so that any problems or<br />
delays can be identified and addressed as early as possible. The<br />
WellComm Toolkit is an ideal screening tool that can be used prior to<br />
any of GL Assessment’s literacy <strong>assessments</strong>, such as New Group<br />
Reading Test (pages 24–27) and the York Assessment of<br />
Reading for Comprehension: Primary and Secondary (pages<br />
28–31) to identify young children at risk of developing delayed<br />
language skills.<br />
Go online to view the WellComm Toolkit case studies –<br />
www.gl-assessment.co.uk/casestudies<br />
Example from Group Progress Report and Individual Report<br />
Contents: Complete Set contains: Handbook and Score Sheets, The Little Book of<br />
Rules, The Big Book of Ideas, Picture Book, Resources CD, Training DVD and Carry<br />
Bag<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 19718/GLA500 £280.00*<br />
The Big Book of Ideas 978 07087 19725/GLA500 £67.50*<br />
The WellComm Report Wizard is available to both individual settings and local<br />
authorities. For more details on licensing and pricing structures, please contact<br />
Customer Services on 0845 602 1937.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 57
EARLY INTERVENTION<br />
Schedule of Growing Skills<br />
Martin Bellman, Sundra Lingam and Anne Aukett<br />
quick guide<br />
Age Range:<br />
0–5 years<br />
Suitable for:<br />
Early Years Professionals, Health<br />
Visitors, Nursery Workers and<br />
Educational Psychologists<br />
Administration:<br />
Individual<br />
Timed:<br />
20 – 30 minutes<br />
early<br />
years<br />
only<br />
Why use SGS?<br />
• Provides a clear graphical<br />
representation of a child’s<br />
developmental level – an ideal<br />
basis for discussion with other<br />
professionals and parents<br />
Schedule of Growing Skills (SGS) is an invaluable tool for professionals<br />
who need to establish the developmental levels of children. The<br />
individual assessment can be used at any time with children from birth<br />
to 5 years, enabling you to assess them as and when appropriate and<br />
convenient.<br />
SGS provides a reliable ‘snapshot’ of a child’s developmental level,<br />
including areas of strength and potential delay. It examines nine key<br />
areas, all of which were developed from Mary Sheridan’s STYCAR<br />
sequences:<br />
- Passive posture - Hearing and language<br />
- Active posture - Speech and language<br />
- Locomotor - Interactive and social<br />
- Manipulative - Self-care social<br />
- Visual<br />
By using colourful and engaging toys like building blocks, a doll, pegs<br />
and shapes, the assessment makes the tasks feel like playtime to the<br />
child, allowing you to observe and assess reactions while the child<br />
‘plays’. Each record form allows for up to four <strong>assessments</strong> of any one<br />
child, providing a clear indication of progress over time. For those that<br />
require further assessment, subsequent record forms can be utilised.<br />
A simple scoring system highlights developmental areas where children<br />
might potentially have a delay, indicating where referral might be<br />
necessary.<br />
• SGS is quick and easy to use.<br />
With clear administration<br />
instructions for all items and<br />
guidelines for scoring and<br />
interpreting results, the user can<br />
provide feedback within 30<br />
minutes<br />
• Using SGS as a universal<br />
screening measure ensures that<br />
all children are assessed in a<br />
consistent way<br />
• A separate cognitive score can<br />
be derived from relevant items<br />
to aid interpretation<br />
. . . and the SGS<br />
Training Course?<br />
• Ensures competency in child<br />
assessment amongst all users<br />
of SGS, whatever their level of<br />
experience<br />
• Delivered by highly experienced<br />
tutors, the course enables users<br />
to develop a comprehensive<br />
understanding of the<br />
administration and scoring of<br />
SGS<br />
• Delegates will receive a<br />
certification of competence in<br />
administration, along with a<br />
training pack of presentation<br />
handouts<br />
58
EARLY INTERVENTION<br />
Schedule of Growing Skills: Training Course<br />
Available in half or full day format, GL Assessment offers a comprehensive<br />
training course to help <strong>educational</strong> staff and healthcare professionals<br />
develop skills in child assessment using the Schedule of Growing Skills.<br />
The professional training programme includes in-depth guidance on how<br />
to administer the items, including video examples of good and bad<br />
practice, along with scoring procedures. Programmes are delivered<br />
around the core age range of 18 months to 42 months and can also be<br />
customised to illustrate the assessment of specific age ranges (e.g. 12 to<br />
18 months). To book your session, please call 0845 602 1937.<br />
Schedule of Growing Skills: Training DVD is available!<br />
The flexible 2-disc DVD containing over 3 hours worth of<br />
video materials to enhance the SGS Training Course is<br />
available to purchase online at www.gl-assessment.co.uk or<br />
by using the code below<br />
Sample SGS Record Form<br />
Contents: Available in A4 and A5 versions the Complete Sets contain: Stimulus<br />
Materials, User’s Guide, 10 Record Forms and 50 Profile Forms<br />
Prices<br />
*+VAT<br />
Complete Set A4 Version 978 07087 04547/GLA500 £200.00*<br />
Complete Set A5 Version 978 07087 04554/GLA500 £200.00*<br />
Record Forms (Pack of 50) 978 07087 04684/GLA500 £120.00*<br />
Profiles A4 Version (Pad of 50) 978 07087 04691/GLA500 £75.00*<br />
Profiles A5 Version (Pad of 50) 978 07087 04707/GLA500 £75.00*<br />
Reference Manual 978 07087 04592/GLA500 £75.00<br />
User Guide 978 07087 04585/GLA500 £50.00<br />
SGS: Training Course<br />
Half-day training (up to 15 delegates) 978 14060 70668/GLA500 £595.00*<br />
Full-day training (up to 15 delegates) 978 14060 70651/GLA500 £995.00*<br />
SGS: Training DVD 978 07087 18858/GLA500 £120.00*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 59
PERSONAL & SOCIAL DEVELOPMENT<br />
Measures of Children’s Mental Health & Psychological<br />
Wellbeing: A Portfolio for Educational and Health Professionals<br />
Norah Frederickson and Sandra Dunsmuir<br />
quick guide<br />
Age Range:<br />
2–20 years<br />
Suitable for:<br />
Teachers, SENCOs, Educational<br />
Psychologists, School Nurses,<br />
Behaviour Support Teams (BEST)<br />
and Youth Offending Teams (YOT)<br />
Administration:<br />
Group or Individual<br />
Timings:<br />
Varying throughout booklets<br />
Also Available:<br />
Emotional Literacy See page 63<br />
and Pupil Attitudes to Self and<br />
School See pages 50–52 and<br />
Paediatric Index of Emotional<br />
Distress See page 62<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
Suitable for use for Getting it<br />
Right for Every Child Initiative<br />
Measures of Children’s Mental Health & Psychological Wellbeing is a unique<br />
portfolio of <strong>assessments</strong> authored by highly-respected professionals from<br />
across the fields of <strong>educational</strong> and clinical development, designed to help<br />
all levels of school staff and clinical practitioners diagnose and respond to a<br />
child’s mental health needs quickly.<br />
Children experiencing emotional or mental health issues are unlikely to be<br />
able to fulfil their potential in the classroom and schools have a duty to help<br />
with the early recognition and identification of these children. Responding<br />
quickly with appropriate interventions and providing specialist help where<br />
necessary will provide these children with the support they need to achieve<br />
to the best of their ability.<br />
Measures of Children’s Mental Health & Psychological Wellbeing can be<br />
used by a range of staff including teachers, SENCOs and school nurses. It<br />
provides a range of simple, paper-based <strong>assessments</strong> that can be used to<br />
measure the development of a child’s social and emotional skills,<br />
individually or in a group setting.<br />
Along with an informative<br />
introduction booklet, the portfolio<br />
comprises a further seven booklets<br />
containing over 50 valuable<br />
instruments for measuring a child’s<br />
mental health and psychological<br />
wellbeing. Full guidance is<br />
provided on how to administer,<br />
score and interpret each measure,<br />
as well as ideas for subsequent<br />
intervention.<br />
By using Measures of Children’s<br />
Mental Health & Psychological<br />
Wellbeing you can assess your<br />
pupils emotional needs over time<br />
and ensure that any specialist<br />
interventions introduced are<br />
helping them progress in school.<br />
Examples taken from the Booklets<br />
of Measures<br />
Did you know?<br />
A staggering 10% of<br />
children aged 5 to 16<br />
have a clinically<br />
recognisable mental<br />
disorder<br />
60
PERSONAL & SOCIAL DEVELOPMENT<br />
Why use Measures of Children’s Mental Health<br />
& Psychological Wellbeing?<br />
• Schools are the ideal place to identify the mental health needs of pupils<br />
early, so that wellbeing can be promoted and specialist help provided<br />
quickly where it is necessary<br />
The booklets in the series cover:<br />
Introduction<br />
Norah Frederickson, Sandra Dunsmuir and Joan Baxter<br />
Addresses the key issues in the identification and promotion of children’s<br />
mental health, including the evaluation of clinical interventions, outcome<br />
measures and interpreting data.<br />
Belonging<br />
Norah Frederickson and Joan Baxter<br />
Support your pupils in developing a healthy engagement in school life and<br />
gain a greater understanding of whether they feel accepted and<br />
respected in their relationships with others and in school.<br />
Distress<br />
Sarah Dunsmuir and Peter Fuggle<br />
Find out if issues such as depression, anxiety and loneliness are affecting<br />
your pupils’ ability to learn and achieve and ensure appropriate support is<br />
provided to those with high levels of distress.<br />
Enjoyment<br />
John Ivens<br />
Assess your pupil’s quality of life and happiness levels and find out more<br />
about what social or emotional triggers can influence their life satisfaction.<br />
Healthy Living<br />
Adrian Furnham and Alice Jones<br />
Highlight any problems your pupils may have in living a healthy lifestyle,<br />
including healthy eating, physical exercise, sleep, leisure activities and<br />
risk-taking behaviours.<br />
Resilience<br />
Eamon McCrory and Sean Cameron<br />
Evaluate how resilient your pupils are in coping with the stresses of daily<br />
life and help them to develop a healthy sense of self worth that will<br />
support them in becoming effective problem solvers.<br />
Responsiveness<br />
Alice Jones and Norah Frederickson<br />
Assess pupils’ ability to self monitor their behaviour and help ensure they<br />
develop a sense of empathy and co-operation when working with others.<br />
Social Behaviour<br />
Roger Booker and Adrian Faupel<br />
Find out how your pupils deal with a range of social situations and<br />
whether emotional and behavioural problems could be having an impact<br />
on their progress in school.<br />
Visit our dedicated website<br />
www.childrensmentalhealth.co.uk to find supplementary<br />
information about the booklets and the authors,<br />
guidance and articles on children’s metal health and<br />
additional scoring sheets and software.<br />
• The portfolio speeds up the assessment and diagnosis of children’s<br />
mental health requirements to support early intervention<br />
• It provides one source of paper-based <strong>assessments</strong> for analysing the<br />
development of healthy social and emotional skills<br />
• Clear advice on the next steps following assessment is provided and<br />
simple scoring means that teachers can quickly identify pupils who<br />
need referral and specialist intervention<br />
• Each measure can be photocopied and reused, providing great value<br />
for money<br />
• Results presented can be used as evidence in Ofsted inspections<br />
a complete approach<br />
Measures of Children’s Mental Health &<br />
Psychological Wellbeing in our portfolio<br />
Measures of Children’s Mental Health & Psychological Wellbeing<br />
provides the perfect platform for delving into the individual elements<br />
that make up a child’s emotional health and wellbeing. To help identify<br />
children that may need this type of assessment in the first place, the<br />
Paediatric Index of Emotional Distress (page 62) is a brief and<br />
easy-to-use self-rating scale that screens children and young people<br />
for general emotional and psychological distress, making it ideal for<br />
use prior to Measures of Children’s Mental Health and Psychological<br />
Wellbeing. Combined with Pupil Attitudes to Self and School<br />
(PASS) (pages 50–52), our all-age attitudinal survey that measures<br />
pupils’ attitudes by looking at factors proven to be linked with key<br />
<strong>educational</strong> goals, an overall profile of a pupil’s emotional health,<br />
wellbeing and attitudes can be established to help inform appropriate<br />
intervention programmes.<br />
Contents: Complete set contains: Introduction and 7 Booklets of Measures<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 19107/GLA500 £430.00*<br />
Introduction Booklet 978 07087 19114/GLA500 £40.00*<br />
Enjoyment Booklet 978 07087 19121/GLA500 £80.00*<br />
Belonging Booklet 978 07087 19138/GLA500 £80.00*<br />
Resilience Booklet 978 07087 19145/GLA500 £80.00*<br />
Distress Booklet 978 07087 19152/GLA500 £80.00*<br />
Responsiveness Booklet 978 07087 19169/GLA500 £80.00*<br />
Social Behaviour Booklet 978 07087 19176/GLA500 £80.00*<br />
Healthy Living Booklet 978 07087 19183/GLA500 £80.00*<br />
Portfolio Overview GLA147 F.O.C.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 61
PERSONAL & SOCIAL DEVELOPMENT<br />
The Paediatric Index of Emotional Distress<br />
Suzy O’ Connor, Terri Carney, Emma House, Eamonn Ferguson and Rory O’ Connor<br />
quick guide<br />
Age Range:<br />
8–16 years<br />
Suitable for:<br />
School Nurses, SENCOs, Clinical<br />
and Educational Psychologists,<br />
Primary Mental Health Workers,<br />
GPs, Paediatricians, Social<br />
Workers, Counsellors, Youth<br />
Workers and Researchers<br />
Administration:<br />
Individual<br />
Timed:<br />
5–10 minutes<br />
Also Available:<br />
Pupil Attitudes to Self and<br />
School See pages 50–52 and<br />
Measures of Children’s Mental<br />
Health and Psychological<br />
Wellbeing See pages 60–61<br />
Based on the popular Hospital<br />
Anxiety & Depression Scale<br />
(HADS) the Paediatric Index of<br />
Emotional Distress (PI-ED) is a<br />
valid and reliable self-rating scale<br />
that screens children and young<br />
people for emotional distress.<br />
The PI-ED assesses psychological<br />
distress using one brief<br />
questionnaire, comprising 14 items<br />
that are presented on one page. It<br />
asks children and young people<br />
about their symptoms of anxiety<br />
and depression. A concrete cut-off<br />
score then clearly identifies individuals most in need of further clinical<br />
assessment and intervention.<br />
The individual assessment is suitable for administration by a range of<br />
clinical and <strong>educational</strong> professionals along with researchers assessing<br />
emotional disorders in children as an index of clinical change.<br />
The PI-ED is the only measure of its kind designed for use with both<br />
children that have physical health problems (i.e. those in paediatric<br />
clinics and hospitals) and children in a normal population.<br />
Standardised on over 1100 children in the UK within <strong>educational</strong> and<br />
clinical settings, the PI-ED uses language and concepts that are both<br />
appropriate for the understanding of children and young people and<br />
that minimise stress while completing the questionnaire. It is also<br />
suitable for children with reading difficulties or English as an Additional<br />
Language (EAL), as the items can be either read or translated for them.<br />
Why use PI-ED?<br />
• It is the only UK-standardised<br />
measure of emotional distress<br />
that is psychometrically robust<br />
in a large non-clinical and<br />
clinical sample<br />
• The PI-ED facilitates the early<br />
identification of mental health<br />
problems and aids referral to<br />
appropriate services with clear<br />
cut-off scores to indicate<br />
increased risk of psychological<br />
distress<br />
• It is ideal for use as a screening<br />
measure, an index of clinical<br />
change and as an outcome<br />
measure<br />
• Quick and easy to administer,<br />
the PI-ED is briefer than<br />
comparable measures, easy to<br />
score and simple to interpret<br />
with clear cut off score<br />
• Highly cost effective – as a<br />
single measure of emotional<br />
distress it removes the need for<br />
separate measures of anxiety<br />
and depression or different<br />
measures for different ages<br />
Did you know?<br />
It is estimated that<br />
10% of children suffer<br />
from mental health<br />
problems<br />
a complete approach<br />
PI-ED in our portfolio<br />
After screening children and young people with the PI-ED for the<br />
initial signs of emotional and psychological distress, practitioners<br />
may require a more diagnostic assessment to diagnose these<br />
mental health problems further to support early intervention.<br />
Measures of Children’s Mental Health and Psychological<br />
Wellbeing (pages 60–61) provides the perfect platform for<br />
delving into the individual elements that make up a child’s<br />
emotional health and wellbeing. Combined with Pupil Attitudes<br />
to Self and School (PASS) (pages 50–52), our all-age attitudinal<br />
survey that measures pupils’ attitudes by looking at factors proven<br />
to be linked with key <strong>educational</strong> goals, an overall profile of a<br />
pupil’s emotional health, wellbeing and attitudes can be<br />
established to help inform appropriate intervention programmes.<br />
Example of the PI-ED rating scale<br />
Contents: Complete set contains: Manual and Record Forms (100)<br />
Prices<br />
*+VAT<br />
Complete Set 978 07087 19794/GLA500 £85.00*<br />
Manual 978 07087 19800/GLA500 £45.00<br />
Record Forms (Pack of 50) 978 07087 19817/GLA500 £35.00*<br />
Record Forms (Pack of 100) 978 07087 19824/GLA500 £55.00*<br />
62
PERSONAL & SOCIAL DEVELOPMENT<br />
Emotional Literacy: Assessment and Intervention<br />
Adrian Faupel, Southampton Psychology Service<br />
quick guide<br />
Age Range:<br />
7–16 years<br />
Suitable for:<br />
Teachers, SENCOs, Educational<br />
Psychologists, Learning Mentors<br />
and Counsellors<br />
Administration:<br />
Individual<br />
Timed:<br />
5–10 minutes<br />
Also Available:<br />
Pupil Attitudes to Self and<br />
School See pages 50–52,<br />
Measures of Children’s Mental<br />
Health and Psychological<br />
Wellbeing See pages 60–61 and<br />
Paediatric Index of Emotional<br />
Distress See page 62<br />
Emotional Literacy identifies the status of<br />
pupils’ emotional literacy and provides<br />
follow-up activities for intervention where<br />
necessary. The assessment covers five<br />
key areas of emotional literacy addressed<br />
in the Social and Emotional Aspects of<br />
Learning (SEAL) curriculum including:<br />
– Self-awareness<br />
– Self-regulation<br />
– Motivation<br />
– Empathy<br />
– Social skills<br />
Optional teacher, pupil, and parent questionnaires are included. The<br />
measures help to address the social, emotional and behavioural issues<br />
that are related to a pupil’s emotional literacy.<br />
An interactive CD-ROM, with full audio support and switch accessibility<br />
accompanies this assessment. This means that the checklists can be<br />
accessed by all those who may find paper-based <strong>assessments</strong><br />
problematic, as well as supporting those with additional <strong>educational</strong><br />
needs. The production of simple, clear printable score profiles will prove<br />
invaluable for the busy teacher. Each worksheet can be photocopied<br />
and reused, providing great value for money.<br />
Emotional Literacy Primary covers ages 7 to 11 years.<br />
Emotional Literacy Secondary covers ages 11 to 16 years.<br />
Why use Emotional<br />
Literacy?<br />
• It provides teachers and<br />
SENCOs with diagnostic tools<br />
to understand and develop a<br />
pupil’s emotional literacy<br />
• Interventions based upon<br />
outcomes of the fully<br />
standardised assessment can<br />
positively enhance a pupil’s<br />
behaviour and learning<br />
• Ready-made, age-appropriate<br />
activities that save time and<br />
effort when planning<br />
intervention are provided<br />
• A facility for re-assessment<br />
allows you to monitor progress<br />
and helps you to gauge the<br />
impact of intervention<br />
• The CD-ROM offers greater<br />
accessibility to all pupils with<br />
user-friendly age-appropriate<br />
instructions onscreen<br />
Sample question from Primary CD-ROM<br />
Contents: Complete Sets contain: teacher guidance, pupil/teacher/parent<br />
questionnaire, intervention activities and CD-ROM<br />
Sample Worksheet from Secondary Manual<br />
Prices<br />
*+VAT<br />
Emotional Literacy 7 – 11<br />
Complete Set 978 07087 16267/GLA500 £110.00*<br />
Emotional Literacy 11 – 16<br />
Complete Set 978 14060 14495/GLA500 £110.00*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 63
THINKING SKILLS<br />
Let’s Think! Series<br />
quick guide<br />
Age Range:<br />
4–11 years<br />
Suitable for:<br />
Teachers<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
primary<br />
only<br />
The Let’s Think! series of cognitive acceleration resources is based on<br />
research by King’s College which indicates that a child’s thinking ability<br />
can be nurtured and developed with the right tools and environment. It<br />
helps children to make the transition to higher levels of thinking and<br />
learning, accelerating their cognitive development and thus raising<br />
attainment. It also offers rich and dynamic opportunities to track pupils’<br />
cognitive processes and skills as they develop.<br />
The Let’s Think! series offers an excellent foundation for learning,<br />
covering the core primary subjects of Literacy, Maths and Science. The<br />
series also includes an Early Years resource and the Let’s Think!<br />
Handbook, designed to provide an introduction to developing thinking in<br />
the primary school, plus support for users of the Let’s Think! series.<br />
Why use the Let’s<br />
Think! series?<br />
• These unique activity-based<br />
teaching programmes will<br />
prepare your pupils for a lifetime<br />
of learning<br />
• The Lets Think! Series will<br />
support you in enabling your<br />
pupils to become better<br />
thinkers, better communicators<br />
and more able learners<br />
• The series improves pupils’<br />
ability to solve problems, whilst<br />
encouraging them to recognise<br />
and develop how they think<br />
• The series contains a range of<br />
activities, lesson plans and<br />
guidance designed to help<br />
teachers support pupils across<br />
the core primary subjects of<br />
Literacy, Maths and Science<br />
• Group interaction builds pupils’<br />
confidence and social skills<br />
Suitable for use in<br />
implementing the<br />
Curriculum for<br />
Excellence<br />
Now fully mapped to the four<br />
capacities of the Curriculum for<br />
Excellence. Call 0845 602 1937<br />
for your free mapping grid<br />
64
THINKING SKILLS<br />
The Let’s Think! series<br />
comprises:<br />
Let’s Think! Handbook<br />
(4-11 years)<br />
Philip Adey (Editior)<br />
An invaluable introduction to<br />
developing thinking programmes<br />
in primary schools, as well as<br />
offering support and guidance for<br />
existing users of the Let’s Think!<br />
series. It includes contributions<br />
from a wide range of specialists,<br />
supported by case studies<br />
reflecting practice in the UK and<br />
internationally.<br />
Let’s Think through Maths!<br />
(5-9 years)<br />
Michael Shayer, Mundher<br />
Adhami, Anne Robertson and<br />
Stuart Twist<br />
The easy-to-use programme<br />
provides teachers with an array of<br />
hands-on mathematical activities<br />
for helping pupils’ develop their<br />
thinking skills. The programme is<br />
split into two age ranges: 5 to 6<br />
and 6 to 9.<br />
Let’s Think! Early Years<br />
(4-5 years)<br />
Anne Robertson<br />
Offering a learning experience<br />
that is fun and appealing to<br />
younger children between the<br />
ages of 4 and 5, Let’s Think! Early<br />
Years contains 15 motivating<br />
activities designed to help<br />
children improve how they<br />
approach problems.<br />
Let’s Think! (5-6 years)<br />
Philip Adey, Anne Robertson and<br />
Grady Venville<br />
Designed for 5 and 6-year-olds,<br />
Let’s Think! contains 30 fun and<br />
motivating activities which<br />
encourage children to recognise<br />
and develop the way in which<br />
they think, improving their ability<br />
to solve problems.<br />
Let’s Think through Literacy!<br />
(9-11 years)<br />
Ken Gouge and Carolyn Yates<br />
Comprising 10 lesson plans,<br />
detailed teacher notes and<br />
photocopiable teacher resources,<br />
Let’s Think through Literacy!<br />
helps teachers develop pupils’<br />
literacy by improving their ability<br />
to think logically, enquire, reason<br />
and process different kinds of<br />
information.<br />
Contents: Complete Sets vary but generally contain: Teacher’s Guides, Resource<br />
Guides and Activity Materials and Sheets.<br />
Prices<br />
Let’s Think through Science!<br />
(7-9 years)<br />
Philip Adey, Natasha Serret, Anne<br />
Robertson, Frances Nagy and<br />
Pam Wadsworth (7&8)<br />
Anne Robertson and Philip Adey<br />
(8&9)<br />
These resources comprises a<br />
series of engaging group<br />
activities, designed to develop<br />
cognitive abilities and establish a<br />
clear understanding of scientific<br />
principles. The programme is split<br />
into two age ranges: 7 to 8 and<br />
8 to 9.<br />
*+VAT<br />
Let’s Think! Complete Set 978 07087 12566/GLA500 £190.00*<br />
Let’s Think! Teacher’s Guide 978 07087 12573/GLA500 £105.00<br />
Let’s Think! Resource Pack 978 07087 12580/GLA500 £110.00<br />
Let’s Think! Early Years Complete Set 978 07087 14942/GLA500 £120.00*<br />
Let’s Think! Early Years Teacher’s Guide 978 07087 16311/GLA500 £65.00<br />
Let’s Think! Handbook 978 07087 17820/GLA500 £52.00<br />
Let’s Think through Literacy! 978 07087 17837/GLA500 £65.00<br />
Let’s Think through Maths! 5&6<br />
Complete Set 978 07087 03755/GLA500 £120.00*<br />
Let’s Think through Maths! 6–9<br />
Complete Set 978 07087 15079/GLA500 £125.00*<br />
Let’s Think through Science! 7&8<br />
Complete Set 978 07087 03748/GLA500 £105.00*<br />
Let’s Think through Science! 8&9<br />
Complete Set 978 07087 14393/GLA500 £75.00<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 65
THINKING SKILLS<br />
Think Ahead! Developing Thinking through the Arts<br />
(Drama, Music and Visual Arts)<br />
Series Editors: Ken Gouge and Carolyn Yates<br />
quick guide<br />
Age Range:<br />
11–14 years<br />
Suitable for:<br />
Teachers, SENCOs, Arts<br />
Co-ordinators, Directors of<br />
Specialist Arts Colleges and<br />
Teacher Trainers<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
The Think Ahead! series is a carefully researched programme which<br />
helps students develop their Personal Learning and Thinking Skills<br />
(PLTS) through drama, music and the visual arts. Each book includes<br />
10 motivating lessons, written by specialist teachers which can be used<br />
independently or together to create an effective approach to developing<br />
thinking across the arts curriculum.<br />
The development of PLTS is essential for meeting the three National<br />
Curriculum aims: becoming successful learners, confident individuals<br />
and responsible citizens. Think Ahead! provides the ideal learning<br />
opportunities and contexts for the effective development of these PLTS<br />
skills. As well as developing students' thinking, these extensively trialled<br />
materials provide the opportunity for increased creativity and better<br />
interaction, and for every student to be fully involved.<br />
The series comprises:<br />
Think Ahead! Developing thinking through Drama 11–14<br />
Stephen Alty and Lorna Pout<br />
Why use Think<br />
Ahead!?<br />
• Think Ahead! is an essential<br />
framework to develop Personal<br />
Learning and Thinking Skills<br />
• Effective development of<br />
students Personal Learning and<br />
Thinking skills raises<br />
achievement and makes a<br />
considerable impact on learners<br />
• The framework can be easily<br />
incorporated into the school<br />
year, providing teachers with a<br />
range of lesson plans to aid<br />
day-to-day teaching<br />
Think Ahead! Developing thinking through Music 11–14<br />
Jane Petrie, Will Evans and Harry McLoughlin<br />
Think Ahead! Developing thinking through Visual Arts 11–14<br />
Nigel Leighton and Anne-Marie Quinn<br />
• Think Ahead! encourages<br />
creativity, whilst motivating and<br />
engaging students<br />
Contents: Think Ahead Pack contains all 3 programme booklets<br />
Prices<br />
Think Ahead! Developing Thinking through:<br />
Drama 11–14 978 07087 15048/GLA500 £55.00<br />
Music 11–14 978 07087 15062/GLA500 £55.00<br />
Visual Arts 11–14 978 07087 15055/GLA500 £55.00<br />
Think Ahead! Pack 978 07087 16250/GLA500 £125.00<br />
66
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
GL Performance – An Introduction<br />
Alongside GL Assessment, GL Performance is a division of the<br />
GL Education Group Ltd.<br />
GL Performance is a leading provider of management tools and<br />
resources that are designed to maximise the impact of selfevaluation,<br />
school development planning and school<br />
improvement in primary, secondary, independent and special<br />
schools as well as schools with academy status.<br />
Our portfolio is shaped by the changing needs of schools and is made<br />
up of four specialist management tools and resources:<br />
Kirkland Rowell Surveys<br />
The UK’s leading parental, pupil and staff perception surveys enable<br />
schools to monitor the changing perceptions of key stakeholders to all<br />
aspects of school life.<br />
Schoolcentre<br />
A powerful online self-evaluation and school improvement tool that has<br />
helped thousands of schools through their inspections and monitor their<br />
school improvement plans.<br />
Using data to its full potential<br />
GL Performance delivers a complete, joined-up approach to school<br />
improvement, providing invaluable data and the tools, systems, advice<br />
and back-up support necessary to ensure the data is used to its full<br />
potential. Together, our resources and services help schools to:<br />
• Monitor the changing perceptions of stakeholders<br />
• Manage self-evaluation effectively<br />
• Ensure findings are fully embedded into ongoing teaching and<br />
learning processes<br />
• Maximise staff potential as leaders and managers<br />
• Continually drive school improvement<br />
We have also ensured that a high degree of flexibility is built into each<br />
and every one of our resources and services, enabling schools to tailor<br />
an all-encompassing solution that works for them, from implementation<br />
through to data interpretation and analysis.<br />
Professional Development Services<br />
Our team of accredited facilitators deliver a range of training and<br />
consultancy services designed to help schools meet their improvement<br />
goals.<br />
GO 4 Schools<br />
An online data management tool designed to help school leadership<br />
teams maximise School Improvement through the collation of all<br />
classroom and assessment data in one place.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 02 193 www.gl-assessment.co.uk
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
Schoolcentre<br />
quick guide<br />
Age Range:<br />
4–18 years<br />
Suitable for:<br />
Primary schools, Secondary<br />
schools, Special schools,<br />
Independent schools,<br />
International schools, Academies,<br />
Clusters and Federations, Local<br />
Authorities<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
NB:<br />
Why not book a free noobligation<br />
appointment with<br />
one of our GL Performance<br />
Consultants to discuss<br />
Schoolcentre in more detail.<br />
Call 0845 02 193 or email<br />
info@gl-performance.co.uk now!<br />
Schoolcentre – the comprehensive online solution to simplify<br />
your self-evaluation, school improvement and performance<br />
management process, customised your own way.<br />
Schoolcentre, from GL Performance is a powerful, comprehensive<br />
solution which over the last 7 years has remained flexible, constantly<br />
evolving in line with Government changes and education reforms.<br />
Accessible from any computer with internet access, Schoolcentre<br />
facilitates whole school improvement by ensuring that vital documents<br />
are continually up to date, meaning you are always ready for<br />
inspections, staff reviews and meetings with senior leaders and<br />
governors.<br />
How can Schoolcentre help you achieve<br />
excellence?<br />
Schoolcentre is tailored around your school’s needs, enabling you to:<br />
• Centralise access, with unlimited user licences, for all your selfevaluation,<br />
school improvement and performance management<br />
activities. This saves administration time and precious budget as an<br />
all-in-one solution, meaning that you don’t need to buy any other<br />
complementary systems<br />
• Collaborate and share your best practice ideas with fellow schools<br />
locally or nationally, by giving guest access to your account<br />
Schoolcentre<br />
Modules<br />
Schoolcentre is comprised of<br />
three modules, Self-Evaluation,<br />
Improvement Planning and<br />
Performance Management.<br />
All three modules cover each area<br />
of whole school improvement and<br />
are intelligently linked together to<br />
save time and reduce paper trails.<br />
Using all three modules together<br />
helps increase school efficiency<br />
and involve the whole school in<br />
contributing towards its success.<br />
Alternatively you may want to use<br />
and focus on a specific module<br />
first to suit your school’s immediate<br />
needs, before introducing other<br />
modules at a later stage.<br />
• Tailor your self-evaluation and school improvement processes to the<br />
needs of your school, thereby being able to allocate your time, staff<br />
and budget resources more effectively and efficiently<br />
• Maintain an efficient performance management process through<br />
comprehensive recording and monitoring of staff objective activities,<br />
helping you to develop excellent future school leaders and reduce<br />
staff turnover<br />
• Ensure evidence-based action planning, including impact statements,<br />
is recorded and made centrally available to all users, for immediate<br />
intervention<br />
Schoolcentre is supported<br />
by a comprehensive<br />
support package including<br />
unlimited technical,<br />
product and sales support,<br />
on-site training and<br />
product updates,<br />
responding to<br />
Government changes and<br />
school requests.<br />
• Monitor actions to ensure resources are optimised to avoid overdue<br />
actions and further costs<br />
• Prepare and save valuable time to gather and organise evidence<br />
ready for a short notice inspection<br />
• Give access to evidence of your progress to inspectors, improvement<br />
partners and governors to encourage their critical feedback, helping<br />
to increase whole-school engagement and accountability<br />
Schoolcentre “...has played an<br />
essential part in helping create the<br />
culture of achievement at the school.”<br />
Mark Ducker, STEP Academy Trust, Croydon<br />
• Produce professional reports on aspects of your self-evaluation,<br />
school improvement and performance management activities, saving<br />
time, effort and paper so they can monitor and measure its impact<br />
Go online to view case studies and further information –<br />
www.gl-performance.co.uk/schoolcentre<br />
Annual Subscriptions for our<br />
Modules start from: *+VAT<br />
Primary Schools £300.00*<br />
Secondary Schools £600.00*<br />
Self-Evaluation, Improvement Planning<br />
and Performance Management modules<br />
available.<br />
Costs are dependent upon module<br />
choices, pupil size and license period.<br />
There is an additional one-off charge for<br />
1 day onsite training for Senior Leaders<br />
Please call 0845 602 1937 for further<br />
information on prices and to book a<br />
free demonstration<br />
8
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
Kirkland Rowell Surveys<br />
quick guide<br />
Age Range:<br />
3–18+years<br />
Suitable for:<br />
Parents, Pupils, Teachers, School<br />
Leadership and Governors<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
<br />
<br />
NB:<br />
Why not book a free noobligation<br />
appointment with<br />
one of our GL Performance<br />
Consultants to discuss Kirkland<br />
Rowell Surveys in more detail.<br />
Call 0191 20 820 or email<br />
info@kirkland-rowell.com now!<br />
in the spotlight<br />
Used by over 2,500 schools<br />
throughout the UK, our parental,<br />
pupil and staff surveys generate<br />
management data on all of your<br />
school’s activities with the<br />
minimum of fuss, providing you<br />
with a solid baseline for an<br />
effective self-evaluation of your<br />
school in preparation for the<br />
inspection process.<br />
Recommended by both the<br />
NAHT and ASCL, Kirkland Rowell<br />
Surveys help school leadership<br />
teams get the most from their<br />
self-evaluation process. After<br />
completion of your choice of<br />
either online or paper-based<br />
questionnaires, the data is<br />
analysed to produce statistically<br />
reliable reports which monitor the<br />
changing perceptions of parents,<br />
pupils and staff. Findings are<br />
represented in a series of easyto-understand<br />
graphs and tables,<br />
and contain a full evidence<br />
summary for every school’s self<br />
evaluation including:<br />
Kirkland Rowell Surveys: In the<br />
spotlight<br />
Many of the changes currently sweeping through education<br />
are transforming the relationship schools have with parents,<br />
whose thoughts and views have never been more important<br />
in shaping the way schools are run and defining the support<br />
children receive in their learning.<br />
The recently published SEN green paper emphasised the<br />
need for more parental choice in where and how their<br />
children are educated, whether this is in mainstream or<br />
special schools. And the Bew Review of Key Stage 2<br />
assessment called for a wider range of information to be<br />
made available to parents so that they have a deeper<br />
understanding of how their child is progressing in school.<br />
In addition to this, as part of the new Ofsted inspection<br />
framework, parents could be given the power to trigger a<br />
school inspection by voicing their concerns about their<br />
child’s school through the inspectorate’s website.<br />
In light of this, Kirkland Rowell Surveys are an invaluable<br />
tool in providing an accurate snapshot of how a school is<br />
viewed by its stakeholders today and the results provide a<br />
wealth of information that will help ensure the right decisions<br />
are made tomorrow.<br />
Go online to view sample surveys, case studies and<br />
further information – www.gl-performance.co.uk/krs<br />
• a complete Ofsted evidence<br />
summary for English schools<br />
• a complete Estyn evidence<br />
summary for Welsh schools<br />
• a point-by-point evidence<br />
summary against each of the<br />
HMI quality indicators in<br />
Scotland<br />
• a complete ETI evidence<br />
summary for schools in<br />
Northern Ireland<br />
With dedicated primary and<br />
secondary versions reflecting the<br />
changing needs and priorities as<br />
the child gets older, the surveys<br />
provide you with a truly affordable<br />
system of self-evaluation that<br />
delivers swift results on all aspects<br />
of your school’s performance – in<br />
a way that empowers your<br />
school, rather than searching for<br />
its failings. Surveys are tailored to<br />
each schools requirements.<br />
“The results of our school’s first<br />
survey have more than lived up to<br />
our expectations. I recognise the<br />
school’s characteristics in the<br />
reported results but I am particularly<br />
pleased to find a number of<br />
measurable observations and<br />
insights which I know will further<br />
accelerate our school improvement<br />
and development. Your product<br />
offers extremely good value for<br />
money. We will certainly be using it<br />
in the future as the benchmark for<br />
our parent consultation process.”<br />
Andrew Wright, Headteacher<br />
Lincoln Christ’s Hospital School, Lincoln<br />
Primary<br />
Price From<br />
Bespoke Parental survey £395*<br />
Core Parental survey £295*<br />
Bespoke Pupil survey £395*<br />
Core Pupil survey £265.50*<br />
Staff survey £279*<br />
ASCL Member discounts<br />
available for Kirkland Rowell<br />
Surveys. Call 0191 270 8270 for<br />
further details<br />
Why use KRS?<br />
• Kirkland Rowell Surveys are the<br />
only surveys to weight your<br />
results against what<br />
stakeholders usually say in<br />
similar schools, giving your<br />
findings true meaning and<br />
relevance<br />
• The surveys enable you to<br />
establish a baseline of what<br />
stakeholders think of your<br />
school, enabling you to monitor<br />
progress year-on-year – a<br />
particularly valuable exercise for<br />
new academies and school<br />
leadership teams<br />
• Unique additional analysis<br />
allows you to monitor the<br />
satisfaction of pupils’ parents<br />
from specific groups – for<br />
instance, those in receipt of<br />
Free School Meals (FSM)<br />
• Independent management<br />
information is delivered that<br />
identifies problem areas and<br />
pre-empts the findings of<br />
school inspections<br />
• Kirkland Rowell Surveys create<br />
a channel for true parental<br />
involvement, enabling you to<br />
monitor and respond to the<br />
changing wants and needs of<br />
pupils’ parents<br />
The following prices are our typical prices for an average school<br />
*+VAT<br />
Secondary<br />
Price From<br />
Typical Parental survey £885*<br />
Typical Pupil survey £500*<br />
Staff survey £279*<br />
Find your Area Consultant on pages 4–5 Tel: 0845 02 193 www.gl-assessment.co.uk<br />
9
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
NEW! Kirkland Rowell Surveys<br />
Interpretation & Analysis Services<br />
To help leadership teams realise the full potential of their Kirkland Rowell<br />
survey data, GL Performance has developed a series of Interpretation &<br />
Analysis Services for schools that undertake parent, pupil and staff<br />
surveys.<br />
While Kirkland Rowell Surveys report data gives you a complete holistic<br />
overview of what is important to your stakeholders and their priorities for<br />
school improvement, effective interpretation and analysis of that data<br />
empowers your school’s leadership team to develop strategies and<br />
effectively target resources in the areas that really matter.<br />
Our cost effective services help you identify and understand the key<br />
outcomes from your school’s most recent Kirkland Rowell parent, pupil<br />
and staff surveys. These are the ideal choice for those schools looking<br />
to realise the full potential of their Kirkland Rowell survey data.<br />
The services also save you considerable time, by highlighting the<br />
commonalities and differences between each of your key stakeholder<br />
surveys, allowing you to focus on resulting actions as opposed to<br />
further data analysis.<br />
In addition, our Peer Review and Consultancy services partners you with<br />
an experienced facilitator, offering support to your senior leadership<br />
team to help prioritise appropriate strategies and improvements plans.<br />
To enable this level of analysis, schools must allow their facilitator<br />
access to their Kirkland Rowell Survey data.<br />
Our Professional Development Services also provide a wide range of<br />
modules to support school improvement. All have been developed as 3<br />
hour sessions for maximum flexibility and may be purchased singly, or in<br />
combination. Specifically tailored for users of Kirkland Rowell Surveys is<br />
Module D7 - Stakeholder Surveys: Evaluation, Action and Impact.’ (for<br />
further details see pages 72–73).<br />
Schools can choose from the following services:<br />
2. Peer Review Report<br />
Enhancing the information given in the Combined Executive Summary,<br />
this service provides additional strategic commentary from the analysis<br />
of your reports by one of our senior facilitators.<br />
Additional commentary is added to the key outcomes, identifying areas<br />
for further investigation and discussion.<br />
£<br />
£<br />
£345 +VAT (for 2 surveys)<br />
£395 +VAT (for 3 surveys)<br />
3. Follow-Up Consultancy<br />
An experienced facilitator works with the schools senior leadership team<br />
to identify the strategic implications for school improvement and key<br />
questions from the survey. This provides the focus for an in-school<br />
discussion of 2-3 hours, led by the facilitator, examining appropriate<br />
strategies and processes, ultimately helping the school to identify and<br />
prioritise actions. Following the meeting, schools receive a summary<br />
report of the visit.<br />
£<br />
£<br />
From £95 +VAT<br />
£95 +VAT (with either the Combined Executive or Peer<br />
Reviewed Report)<br />
For further details on these services, pricing and discounts<br />
available, please contact us on:<br />
T: 0845 02 193 (option 4)<br />
E: info@gl-performance.co.uk<br />
www.gl-performance.co.uk/pds<br />
1. Combined Executive Report<br />
This is an executive summary integrating the main findings and key<br />
outcomes of your most recent Kirkland Rowell parent, pupil and staff<br />
surveys, in one report.<br />
£ £125 +VAT (for 2 surveys)<br />
£ £150 +VAT (for 3 surveys)<br />
A word on Quality Assurance<br />
To ensure our services have maximum input, our accredited facilitators<br />
have extensive experience at senior leadership level in schools and are<br />
all experienced in working with schools on the use of data to inform<br />
school improvement and review. In addition, our ISO 27001<br />
accreditation means your data is safe with us.<br />
0
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
GO 4 Schools<br />
quick guide<br />
Age Range:<br />
4–18 years<br />
Suitable for:<br />
Teachers, School Leadership<br />
Teams and Governors<br />
Administration:<br />
Group<br />
Timings:<br />
Untimed<br />
<br />
<br />
Also Available:<br />
Cognitive Abilities Test (CAT)<br />
See pages 10 – 18<br />
NB:<br />
Why not book a free no<br />
obligation appointment with<br />
one of our GL Performance<br />
Consultants to discuss GO 4<br />
Schools in more detail.<br />
Call 0845 02 193 or email<br />
info@gl-performance.co.uk<br />
GO 4 Schools is an online web application<br />
designed to help School Leadership Teams<br />
plan, facilitate, monitor and evidence School<br />
Improvement. It achieves this by delivering<br />
instant access to clear, evidence-based<br />
statistics and raw data about each student,<br />
group, subject, cohort and department in your<br />
school.<br />
GO 4 Schools provides staff with easy access<br />
to real-time, cross-curricular assessment, attendance and behaviour<br />
information. Its joined-up approach streamlines progress reporting,<br />
intervention planning and the analysis of school data, freeing up valuable<br />
time to support pupils and colleagues. For example, identifying students<br />
whose disruptive behaviour may be affecting the learning and progress of<br />
other students in their groups takes just seconds.<br />
Pupils and parents can also log on and see up-to-date information about<br />
how they/their children are progressing in school on a daily basis. This<br />
boosts parental engagement, encouraging them to provide the right<br />
support from home to help reduce challenging behaviour and to get more<br />
involved in their child’s education, ultimately boosting progress.<br />
This powerful tool works in conjunction with your Management Information<br />
System (MIS), and allows all staff, students and parents to benefit from<br />
your school’s hugely valuable data resources in ways that simply aren’t<br />
possible with your MIS alone.<br />
Go online to view case studies and further information<br />
– www.go4schools.com<br />
GO 4 Schools links neatly in with our Cognitive Abilities Test<br />
(CAT) (pages 10–18), since data from CAT can be fed into GO 4<br />
Schools and analysed against all other assessment and target data.<br />
Why use GO 4<br />
Schools?<br />
• GO 4 Schools provides instant<br />
access to consistent, timely and<br />
detailed assessment data so you<br />
can have a clear, up-to-theminute,<br />
shared view of pupil<br />
progress<br />
• GO 4 Schools enables school<br />
staff to quickly identify groups of<br />
pupils needing additional<br />
support, so that fast and specific<br />
interventions can be put in place<br />
• The online tool helps parents<br />
provide the right level of support<br />
at home, through access to upto-date<br />
information on how their<br />
children are progressing in<br />
school<br />
Prices start from as little as £3 per pupil<br />
Additional Options include Behaviour<br />
Tracking Module and Parental<br />
Engagement to give access online to<br />
their sons or daughters progress.<br />
Please call 0845 602 1937 for an<br />
estimate or further information on<br />
prices.<br />
Find your Area Consultant on pages 4–5 Tel: 0845 02 193 www.gl-assessment.co.uk<br />
1
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
Professional Development Modules<br />
information<br />
Suitable for:<br />
All school staff, School Leadership<br />
Teams and Governors<br />
Excellent value for<br />
money:<br />
Low per person costs and on-site<br />
training enable us to offer<br />
excellent value for money at a<br />
time when budgets are under<br />
increasing pressure. Modules are<br />
available at £50 + VAT per person<br />
(minimum price per module of<br />
£500 + VAT for up to 10<br />
participants). The price per<br />
person is even less when you<br />
book a module for the maximum<br />
group size of 20, charged at only<br />
£750 + VAT – reducing the price<br />
per person by more than 15%.<br />
Discounts for bulk bookings are<br />
available; please request a quote:<br />
T: 0845 602 1937 (option 3)<br />
E: pds@gl-performance.co.uk<br />
As part of our commitment to keep training relevant and make it easily<br />
accessible to <strong>educational</strong> professionals, our Professional Development<br />
Services now offer 63 training modules covering a wealth of topics that are<br />
important in schools today.<br />
Each module is delivered by an accredited facilitator with extensive<br />
experience working in the education sector and in adult facilitation.<br />
Extending across GL Performance and GL Assessment, the modules are<br />
divided into six categories, as shown opposite. We have kept the pricing<br />
and booking system as simple and as flexible as possible so that you are<br />
able to ‘mix and match’ modules easily from across categories according<br />
to your school’s or local authority’s requirements.<br />
This is made even easier by the fact that the length and price of each<br />
module are exactly the same for all modules. With the exception of L1, an<br />
online module, each module is delivered during a three-hour, face-to-face<br />
group session.<br />
In addition, modules are mapped against the appropriate Ofsted criteria<br />
and sub-criteria to assist you in matching your module selection to your<br />
school improvement priorities.<br />
For further information, including details of the Ofsted mapping, please<br />
visit www.gl-performance.co.uk/pds or call 0845 02 193 (option 3).<br />
Why use PDS?<br />
• Our professional development modules help ensure that all aspects of<br />
school improvement can be addressed and resources used to their full<br />
potential<br />
• All modules are delivered by accredited facilitators who work or have<br />
worked at senior level in schools or local authorities<br />
• Flexible ‘mix and match’ system enables you to put together a<br />
professional development programme that is bespoke to your needs<br />
The modular approach<br />
Choice of modules is very flexible and<br />
you are free to mix and match<br />
modules from across six categories.<br />
Please note that, while many modules<br />
are stand-alone, others must be taken<br />
in conjunction with one or more other<br />
modules. Information on pre-requisite<br />
learning can be found on our website.<br />
Coaching<br />
By placing a coaching ethos at the<br />
heart of professional development in<br />
your school, you can help ensure you<br />
get the best from all your staff.<br />
Data Interpretation<br />
The correct analysis and interpretation<br />
of data is essential to maximising<br />
school improvement and improving<br />
pupils’ attainment. Modules focus on a<br />
wide range of data sources, including<br />
key resources from GL Assessment,<br />
such as the Cognitive Abilities Test<br />
(CAT) (pages 10–18) and Pupil<br />
Attitudes to Self and School<br />
(PASS) survey (pages 50–52).<br />
Leadership & Management<br />
With 30 individual modules, our<br />
Leadership & Management category<br />
reflects clearly the in-depth knowledge<br />
and myriad of skills required by<br />
schools leaders and managers today.<br />
• Participation in our modules can help schools satisfy the requirements of<br />
the 2012 Ofsted framework<br />
• Three-hour sessions make it possible to slot a module in as an afterschool<br />
session, making Continuing Professional Development (CPD)<br />
more accessible to school staff and leaders whilst also removing the<br />
additional need for supply cover<br />
• All modules can contribute towards accreditation at Masters level from<br />
Bath Spa University<br />
Teaching & Learning<br />
The ‘quality of teaching’ has been<br />
identified in Ofsted’s 2012 inspection<br />
framework as one of the four areas of<br />
priority. In line with this, our<br />
Professional Development Services<br />
offer four informative modules to<br />
enhance key classroom and lesson<br />
observation skills.<br />
• Offering excellent value for money, our services enable you to fulfil your<br />
professional development objectives in a cost-effective way<br />
• Our Professional Development Services all carry the ISO quality<br />
management standard. In addition, our ISO 27001 accreditation means<br />
that your data is safe with us<br />
ICT & New Technologies<br />
The modules within our ICT & New<br />
Technologies category provide senior<br />
school leaders and school staff with an<br />
increased understanding of new<br />
technologies and how they can impact<br />
positively on teaching and learning.<br />
School Governance<br />
With modules suitable for all school<br />
governors, our School Governance<br />
category is designed to help the<br />
Governing Body become more<br />
strategic and effective.<br />
2
SELF-EVALUATION & SCHOOL IMPROVEMENT<br />
Coaching<br />
(www.gl-performance.co.uk/coaching)<br />
Gaining Initial Coaching Skills<br />
C1 Coaching and Mentoring for schools A<br />
C2 Coaching and Mentoring for schools B<br />
C3 Coaching and Mentoring for schools C<br />
Gaining Advanced Coaching Skills<br />
C4 Advanced Coaching Skills A<br />
C5 Advanced Coaching Skills B<br />
C6 Advanced Coaching Skills C<br />
Supporting Others<br />
C7 The foundations of effective mentoring<br />
C8 Coaching for teaching and learning<br />
Data Interpretation<br />
(www.gl-performance.co.uk/datainterpretation)<br />
Getting more from CAT Data<br />
D1 Using your school's CAT report and commentary analysis<br />
D2 Using CAT Assessment information effectively A<br />
D3 Using CAT Assessment information effectively B<br />
D4 Using CAT data to improve school self-evaluation<br />
Getting more from Surveys<br />
D5 Understanding and interpreting the data of a PASS diagnostic audit<br />
report<br />
D6 Strategic planning for the use of the PASS diagnostic in schools<br />
D7 Stakeholder Surveys: Evaluation, Action and Impact<br />
Getting more from RAISEonline<br />
D8 An introduction to understanding and using RAISEonline data<br />
D9 Interpreting the data in the RAISEonline summary report<br />
Leadership & Management<br />
(www.gl-performance.co.uk/leadershipandmanagement)<br />
Middle and New School Leaders<br />
L1 Self-Awareness A<br />
L2 Self-Awareness B<br />
L3 Defining and explaining leadership<br />
L4 Leadership priorities<br />
L5 Leading teams A<br />
L6 Leading teams B<br />
Middle and Senior Leaders<br />
L7 Motivating others<br />
L8 Creating a positive school climate<br />
L9 The inclusive school – SEN leadership<br />
L10 Vision, values and leadership<br />
L11 Leading with creativity and innovation<br />
L12 Effective Team-Working A: Why team-working is important<br />
L13 Effective Team-Working B: Putting learning into practice<br />
L14 Effective Team-Working C: Using team time to best effect<br />
L15 Effective Team-Working D: Team behaviours<br />
Leading Change<br />
L16 Change leadership<br />
L17 Leading change – becoming an Academy<br />
L18 Project Management<br />
L19 Leading a systems-thinking school<br />
L20 Vertical tutoring<br />
Leading Support Staff<br />
L21 Effective classroom support staff<br />
L22 Getting the best from support staff<br />
Personal Development<br />
L23 Viewpoints on Style A<br />
L24 Viewpoints on Style B<br />
L25 Support staff – self-awareness<br />
L26 Conducting an action research project<br />
L27 Facilitation for professional development<br />
School Marketing<br />
L28 Developing your school's online presence<br />
L29 Parental and community engagement<br />
L30 Developing and reviewing school communication strategies<br />
Teaching & Learning<br />
(www.gl-performance.co.uk/teachingandlearning)<br />
The Classroom Experience<br />
T1 Effective questioning in the classroom<br />
T2 Pace, progress and performance: Improving classroom<br />
engagement and learning<br />
T3 The inclusive classroom<br />
Supporting High-Quality Teaching<br />
T4 Classroom observation skills<br />
ICT & New Technologies<br />
(www.gl-performance.co.uk/ict)<br />
Improving Skills and Awareness<br />
I1 Essential ICT skills<br />
I2 Digital safety and citizenship<br />
Strategic Planning<br />
I3 New curriculum, new technologies – new opportunities?<br />
I4 Social media for schools<br />
I5 New digital tools<br />
School Governance<br />
(www.gl-performance.co.uk/schoolgovernance)<br />
Strategy and Effectiveness<br />
G1 The significance of the role of the strategic Governing Body<br />
G2 Ensuring the effectiveness of individual Governors and the whole<br />
Governing Body<br />
G3 Holding an efficient Governing Body meeting<br />
Monitoring and Evaluation<br />
G4 Monitoring and evaluation and the Governing Body<br />
G5 RAISEonline and the Governing Body<br />
G6 Governing Body self-review<br />
G7 Governors and Headteacher performance management<br />
The CAT modules D1–D4 are available for CAT3 (pages 14–1) and<br />
CAT4 (pages 10–14).<br />
Find your Area Consultant on pages 4–5 Tel: 0845 02 193 www.gl-assessment.co.uk<br />
3
Visit our new user-friendly website!<br />
Our recently launched website at<br />
www.gl-assessment.co.uk is<br />
designed to be more informative<br />
and even easier to use:<br />
• Shop online with the minimum of fuss – no<br />
credit card required and no new logins for<br />
existing customers<br />
• Use the comprehensive Product Finder to<br />
search for the resources and services you need<br />
• Browse by subject area, such as Reasoning or<br />
Literacy, or by sector, such as Primary,<br />
Secondary or Special Schools<br />
• Discover more from the case studies, articles,<br />
demos and report samples that are linked<br />
throughout the website to our resources and<br />
services, providing more in-depth information<br />
and explaining how our <strong>assessments</strong> are<br />
used in schools<br />
• Learn about the latest additions to our high<br />
quality online testing portfolio<br />
• Keep up with the latest news and find out<br />
about upcoming events and international<br />
activity.<br />
Go online now to<br />
www.gl-assessment.co.uk<br />
Direct link to<br />
GL Performance<br />
Our GL Performance website has been<br />
re-launched too and works directly alongside<br />
the new GL Assessment site. Offering a<br />
unique portfolio of management tools and<br />
resources for self-evaluation, school<br />
development planning and school<br />
improvement, the GL Performance website<br />
illustrates at every opportunity how our two<br />
divisions interlink to support schools.<br />
To find out more, click on the<br />
GL Performance tab or go directly to<br />
www.gl-performance.co.uk
PLACING YOUR ORDER<br />
Placing your Order<br />
Customer registration<br />
All customers must register with us before placing an order.<br />
Registration is a one-off process, we ask you to demonstrate your<br />
professional qualifications (see page 78–79). The information you<br />
provide enables us to identify which <strong>assessments</strong> you are eligible to<br />
gain access to and administer.<br />
NB. Registration forms can also be downloaded from our website<br />
www.gl-assessment.co.uk<br />
Once you have registered, you will be given a unique ID number. This<br />
number is stored on your account and activated each time you contact<br />
us. Your customer profile can be updated at any time by calling our<br />
Customer Services Team on 0845 602 1937.<br />
There are six ways to order<br />
1 By Post – using an GL Assessment order form (see page 77). Please<br />
ensure that titles, quantities and product codes are all clearly visible.<br />
2 By Fax – on 0845 601 5358 (or for International orders –<br />
+44 (0) 1793 611791)<br />
Simply fax your order direct to our Order Processing Department.<br />
3 By Direct Order Line – on 0845 602 1937<br />
Please have titles, quantities and product codes ready.<br />
4 Through our online shop – www.gl-assessment.co.uk<br />
5 Through your local Area Consultant – please see pages 4–5 for<br />
details.<br />
6 By email – at the following address: info@gl-assessment.co.uk<br />
(For International Orders email: international@gl-assessment.co.uk)<br />
Two ways to pay<br />
1 Payment with order (cheque or Visa/Mastercard). Please quote the<br />
cardholder’s name, if different, and the registered cardholder’s<br />
address.<br />
2 By requesting an invoice if you have an account with us (all schools<br />
and authorities in the UK have an account). Please quote your official<br />
order number – orders submitted without one may have to be<br />
returned.<br />
Terms and conditions of sale<br />
GL Assessment reserves the right to amend details, prices, packaging<br />
and withdraw products without prior notice. GL Assessment also<br />
reserves the right to amend publishing release dates for new resources.<br />
Payment terms are 30 days net from invoice date. Please notify us of<br />
queries on our invoices immediately, quoting the invoice number.<br />
Claims for non-delivery, shortage or damage should be made in writing,<br />
quoting the account and invoice numbers (a) within 3 days of receipt for<br />
shortage or damage and (b) within 21 days of invoice for non-delivery.<br />
With all queries/claims to our Customer Support and Advisory Service,<br />
invoice numbers should be quoted. Please note that we are unable to<br />
accept returns, unless faulty, after 30 days of receipt.<br />
Ownership of goods<br />
It is a condition of sale that ownership of goods shall not pass to the<br />
buyer until payment is received by the Company. Some of our products<br />
contain photocopiable materials; however, until full payment is received,<br />
all photocopy restrictions remain in force. If payment is not received<br />
within a reasonable period, the Company may repossess the unpaid-for<br />
goods.<br />
Pricing<br />
All prices quoted in the catalogue are correct at the time of going to<br />
press but are subject to change without notice. VAT is chargeable at the<br />
standard rate (20% at the time of going to press) on all items marked *<br />
in this catalogue. Please note that on all items, including those zerorated<br />
for VAT, any plastic wallets have been supplied free of charge.<br />
Returns<br />
Sales are made in good faith. If you wish to request a return, please call<br />
us on 0845 602 1937, giving your account number, invoice date and<br />
number and reason for return. Goods returned must be in ‘resaleable<br />
condition’. Unauthorised returns and returns after 30 days of invoicing<br />
will not be accepted.<br />
Customers who are VAT exempt or zero-rated must provide copies of<br />
appropriate documentation, endorsed by Customs & Excise, in order for<br />
VAT not to be charged on consumable product.<br />
Postage and packing<br />
For those sending payment with order, please add a flat rate of £4.25<br />
(exc. VAT) to your total. If you are not enclosing payment or ordering<br />
from outside the UK, you will be charged the full cost of postage, based<br />
in weight and delivery date.<br />
For those paying on account, postage and packing is added to your<br />
invoice.<br />
Please Note – it is an offence to photocopy our Answer Sheets (except where stated).<br />
All our material is protected by copyright.<br />
76
ORDER FORM<br />
order form<br />
To order any of our <strong>assessments</strong>, fill in your details, the name of the resource(s) you want to order, and add the relevant product code(s) and price(s).<br />
You can then either send it to the FREEPOST address below, or fax it to us on 0845 601 5358. (Fax number for customers outside the UK: +44 (0) 1793611791)<br />
Title Code Unit Price Quantity Cost<br />
Sub Total<br />
*Postage and Packaging<br />
VAT 20%<br />
Grand Total<br />
UK ORDERS Some prices may be subject to VAT. Please provide your VAT number if VAT is not to be charged.<br />
*<br />
Add £4.25 if you are enclosing payment with your order. If you are not enclosing payment, you will be charged<br />
the full cost of postage, which is based on weight and delivery date required.<br />
INTERNATIONAL ORDERS Postage will be based on weight and country of origin. For a precise quote, please<br />
call +44 (0)208 996 8440/5 or email international@gl-assessment.co.uk<br />
Your details<br />
VAT No.<br />
Delivery Date:<br />
First name<br />
Job title<br />
Address<br />
Surname<br />
Establishment<br />
Title<br />
Telephone<br />
email<br />
Postcode<br />
Fax<br />
I authorise you to debit my Visa / Mastercard<br />
Amount £<br />
Visa / Mastercard No.<br />
Expiry date<br />
Name on card<br />
Please invoice me<br />
Amount £<br />
Official Order No.<br />
Paying Authority / School<br />
School’s VAT No.<br />
Name<br />
Address<br />
If you are a private school or private company and do not receive government funding,<br />
please either tick the box below to receive an application for a credit account, register<br />
your details online at www.gl-assessment.co.uk or include payment with your order.<br />
If cardholder’s name and address differs from the above,<br />
please complete.<br />
Yes, I would like to receive special offers and news from GL Assessment<br />
Return your order to GL Assessment, FREEPOST LON16517, Swindon, SN2 8BR<br />
Further enquires T 0845 602 1937 F 0845 601 5358 information@gl-assessment.co.uk<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 77
CUSTOMER REGISTRATION FORM<br />
customer registration form<br />
We take every reasonable measure to preserve the integrity and security of our <strong>assessments</strong>. In<br />
line with British Psychological Society procedures, all our customers are required to register with<br />
us before they purchase an assessment. The information that you give us about your<br />
qualifications, training and the institution in which you work, enables us to identify which class<br />
of assessment you are eligible to use. Please use the form below to register as a<br />
GL Assessment customer. Do give as much information as possible about your relevant<br />
qualifications and experience.<br />
Registration is a one-off process. Once it is complete, you will be allocated a unique ID number.<br />
This number is stored with your customer details and is activated each time you contact us. Your<br />
registration details can be updated at any time by calling our Customer Services team on<br />
0845 602 1937.<br />
Section 1 – Personal Details<br />
First name<br />
Job title<br />
Work/School Address<br />
Telephone<br />
Email<br />
Surname<br />
Return your completed form to:<br />
Customer Registrations,<br />
GL Assessment,<br />
Freepost London 16517,<br />
Swindon,<br />
SN2 8BR.<br />
NB (1) : If you are registering as a school, and have completed sections 1 and 2, you do not need to include<br />
any further details. If you are not buying <strong>assessments</strong> on behalf of a school, please complete sections 1,<br />
3 and 4 and enclose photocopies of your qualification certificates.<br />
NB (2) : If you are a private school or private company and do not receive government funding, please either<br />
tick the box provided to receive an application for a credit account, or register your details online at<br />
www.gl-assessment.co.uk<br />
Employer’s/School Name (Trading name if self-employed)<br />
Postcode<br />
Go to Section 2 for Schools. Go to Section 3 for Health, Social Care and Specialist Assessments.<br />
Section 2 – School Information<br />
Which of these best describes your current institution? (tick where appropriate)<br />
Agent<br />
Infant School<br />
Bookshop<br />
Primary School<br />
Nursery School<br />
Secondary School<br />
Fax<br />
Independent School<br />
Special School<br />
LA<br />
Title<br />
Independent Consultancy<br />
Learning Support Service<br />
Other – please state<br />
Please state your school’s DFE number<br />
What is your school’s status?<br />
BFPO<br />
State School<br />
LA Maintained<br />
Independent School<br />
Academy<br />
PRU<br />
Please send me further information on the following topics:<br />
Assessment<br />
Educational Psychology<br />
SEN<br />
Behaviour<br />
Child Ability<br />
Mental health<br />
Speech and Language Therapy<br />
Child development<br />
Literacy<br />
Numeracy<br />
Early Years<br />
School improvement<br />
Staff development<br />
Performance Management<br />
Senior Leadership<br />
Self Evaluation<br />
Section 3 – Health, Social Care and Specialist Resources<br />
Which of these best describes your current institution?<br />
Agent<br />
NHS Trust<br />
Charity<br />
Other Hopsital<br />
Children’s Centre/Nursery<br />
School<br />
Educational Psychology Service<br />
University/College<br />
GP Surgery<br />
Health Authority<br />
Please send me further information on the following topics:<br />
Child Psychology and Mental Health<br />
Personal and Social Development<br />
Speech and Language<br />
Specific Learning Difficulties<br />
Neuropsychology<br />
OFFICIAL USE ONLY<br />
Reader Number<br />
Registered Test User Code<br />
PLEASE ENSURE THAT YOU HAVE COMPLETED BOTH<br />
PAGES OF THIS FORM<br />
78
CUSTOMER REGISTRATION FORM<br />
Section 4 – Membership/Qualifications/Training/Experience<br />
Professional Membership<br />
Please list membership of professional bodies, specifying type of membership.<br />
customer registration form<br />
Academic Qualifications<br />
Please give full details of qualification and subject. If none, please write ‘none’.<br />
Note that the information you give here will determine which services you will be<br />
able to take advantage of, so please provide as much detail as possible.<br />
Qualification Subject Institution Date Certificate Enclosed<br />
Relevant Further Training<br />
e.g. Postgraduate Certificate in Education, psychology qualification.<br />
Please give full details of qualification and subject.<br />
If none, please write ‘none’.<br />
Course Attended Training Provider Date<br />
Certificate Enclosed<br />
Experience of Testing<br />
Please give details of any tests you have used and whether you administered and/or interpreted<br />
them. Again please provide as much detail as possible.<br />
We store your data to ensure that you are kept fully informed of our products and services. Your data is protected and not passed onto third parties. If you would not<br />
like to receive further information from companies within the Granada Learning Group, please tick the box.<br />
Tick here if you would like to receive occasional updates about our <strong>assessments</strong>, products and services.<br />
Signature<br />
Date<br />
OFFICIAL USE<br />
ONLY<br />
Reader Number<br />
Registered Test User Code<br />
PLEASE ENSURE THAT YOU HAVE COMPLETED BOTH<br />
PAGES OF THIS FORM<br />
Find your Area Consultant on pages 4–5 Tel: 0845 602 1937 www.gl-assessment.co.uk 79
INTERNATIONAL DISTRIBUTORS<br />
International Distributors<br />
Asia<br />
China<br />
Blue Fountain Inc<br />
No 3, 377 Chen Hui Road Pudong,<br />
Shanghai, PR China 201203<br />
Tel: 86 21 38953835<br />
Fax: 86 21 38958805<br />
service@51eng.com<br />
www.51eng.com<br />
Hong Kong<br />
Artsberg Enterprise Ltd<br />
Room 1611, 16/F, Nan Fung<br />
Commercial<br />
19 Lam Lok Street,<br />
Kowloon Bay, Kowloon<br />
info@artsberg.com.hk<br />
www.artsberg.com.hk<br />
Transglobal Publishers Service Ltd<br />
27-E Shield Industrial Centre<br />
84/92 Chai Wan Kok Street<br />
Tsuen Wan<br />
New Territories<br />
Hong Kong<br />
Tel: (852) 2413 5322<br />
Fax: (852) 2413 7049<br />
info@transglobalpsl.com<br />
www.transglobalpsl.com<br />
India<br />
Overleaf<br />
4741/23 Ground Floor<br />
Ansari Road<br />
Daryaganj<br />
New Delhi 110002<br />
India<br />
Tel: 9999797190<br />
overleaf@airtelmail.in<br />
Indonesia<br />
Limma Bookshop & Library<br />
Jl Warung Buncit Raya No.98<br />
Lot #9 Pejanten Baret-Jakarta Selatan<br />
JAKARTA, 12510<br />
Tel: (021) 7919-2110<br />
indonesiainquiry@limma.co.id<br />
Malaysia<br />
APD Kuala Lumpur<br />
No. 22, 24 & 26 Jalan SS 3/41<br />
47300 Petaling Jaya<br />
Selangor Darul Ehsan<br />
Malaysia<br />
Tel: (60) 3 7877 6063<br />
Fax: (60) 3 7877 3414<br />
liliankoe@apdkl.com<br />
Thailand<br />
Foyles Educational Children's Books<br />
24/311Soi Lasalle<br />
105 Sukhumvit Road<br />
Bangkok 10260<br />
10260<br />
Thailand<br />
Tel: 0066 2 7458947<br />
steve.c@foyles<strong>educational</strong>books.com<br />
www.foyles<strong>educational</strong>books.com<br />
Singapore<br />
APD Singapore Pte Ltd<br />
52 Genting Lane<br />
Ruby Lande Complex 1<br />
Singapore 349560<br />
Tel: (65) 6749 3551<br />
Fax: (65) 6749 3552<br />
apdacad@apdsing.com<br />
Vietnam<br />
Ho Chi Minh Book Dist Corp<br />
(FAHASA)<br />
60-62 Le Loi Street<br />
District 1<br />
Ho Chi Minh City<br />
Vietnam<br />
Tel: (84) 88 297 638<br />
Fax: (84) 88 225 795<br />
fahasa-sg@hcm.vnn.vn<br />
Australasia<br />
Australia<br />
ACER<br />
19 Prospect Hill Road<br />
Camberwell<br />
Victoria 3124<br />
Australia<br />
Tel: 0061 39277 5447,<br />
1800338402 (toll free)<br />
sales@acer.edu.au<br />
www.acer.edu.au<br />
New Zealand<br />
NZCER<br />
PO Box 3237<br />
Wellington 6140<br />
Tel: 04-802 1450<br />
Fax: 04-384 7933<br />
sales@nzcer.org.nz<br />
Caribbean<br />
Mallory International Ltd<br />
Aylesbeare Common Business Park<br />
Exmouth Road, Aylesbeare<br />
Devon EX5 2DG United Kingdom<br />
Tel: +44 (0)1395 239199<br />
info@malloryint.co.uk<br />
Middle East<br />
United Arab Emirates<br />
Magrudy Enterprises LLC<br />
Street 20, Al Khabaisi<br />
Al Ittihad Rd (Dubai/Sharjah Rd)<br />
PO Box 1155, Dubai, UAE<br />
Tel: +971 4 297 4321<br />
Fax: +971 4 297 9703<br />
richard.rego@magrudy.com<br />
Egypt<br />
Unlimited Press<br />
16 Nagy Farid St.<br />
Dokki, Giza<br />
Tel: 02-33356516, 010-6145918<br />
safa_mostafa@unlimitedpress.net<br />
Bahrain<br />
The Bookcase<br />
PO Box 31084<br />
MANAMA<br />
Bahrain<br />
Tel: 010 973 690566<br />
bookcase@batelco.com.bh<br />
Kuwait<br />
IQRA Trading Co<br />
PO Box 5445<br />
Safat<br />
Kuwait<br />
Tel: 974 582 8939<br />
mwilson@iqratrading.com<br />
Africa<br />
South Africa<br />
Juta Education<br />
Juta & Company<br />
1st Fl. Sunclare Building<br />
21 Dreyer Street<br />
Claremont 7708<br />
Tel: +27 (0)21 659 2584<br />
Fax: +27 (0) 21 6592662<br />
Contact: Lynn Campbell<br />
Lcampbell@juta.co.za<br />
www.juta.co.za<br />
Kenya, Zimbawe, Ghana<br />
Mallory International Ltd<br />
Aylesbeare Common Business Park,<br />
Exmouth Road, Aylesbeare,<br />
Devon EX5 2DG United Kingdom<br />
Tel: +44 (0)1395 239199<br />
info@malloryint.co.uk<br />
Nigeria<br />
Booksville<br />
Barcelos Mall<br />
66 Isaac John Street G R A<br />
Ikeja<br />
LAGOS<br />
Tel: 00234-1 7763122<br />
Nigeria<br />
South America<br />
Chile<br />
Books and Bits<br />
Av. Apoquindo # 6856<br />
Las Caondes<br />
Santiago<br />
Chile<br />
Tel: 005622109100<br />
UK Exporters<br />
CES Holdings Ltd<br />
Unit 11<br />
Shepley Industrial Estate (South)<br />
Audenshaw<br />
MANCHESTER<br />
M34 5EX<br />
Tel: +44 (0)161 337 9337<br />
info@cesholdings.co.uk<br />
Equip My School<br />
Chapel Lane<br />
East Kirkby<br />
Spilsby<br />
Lincolnshire<br />
PE23 4BZ<br />
Tel: +44 (0)141 4161216<br />
service@equipmyschool.com<br />
www.equipmyschool.com<br />
Worldwide Book Suppliers<br />
2 Deacon Road<br />
Lincoln<br />
LN2 4JB<br />
Tel: +44 (0)1522 541748<br />
service@worldwideschoolsupplies.com<br />
80
Index<br />
Area Consultants.........................................................................................4–5<br />
Black Box Series .............................................................................................49<br />
British Picture Vocabulary Scale: 3rd Edition.......................................34<br />
British Spelling Test Series: 2nd Edition ................................................42<br />
CAT3 Digital.....................................................................................................14<br />
CAT4 Digital .............................................................................................10–13<br />
CAT3 and 4 Interpretation & Analysis Services............................17–18<br />
CAT3 Scoring & Reporting Service ..........................................................16<br />
CAT4 Scoring & Reporting Service ..........................................................12<br />
Cognitive Abilities Test Attitudinal Survey (CATAS) ..........................13<br />
Cognitive Abilities Test (CAT4): Fourth Edition............................10–13<br />
Cognitive Abilities Test (CAT3): Third Edition ...............................14–16<br />
Customised Assessments.........................................................................8–9<br />
Diagnostic Test of Word Reading Processes ........................................35<br />
Distributors......................................................................................................80<br />
Dyscalculia Screener Digital, Downloadable Version and<br />
Dyscalculia Guidance...................................................................................55<br />
Dyslexia Portfolio ..........................................................................................54<br />
Dyslexia Screener Digital, Downloadable Version and<br />
Dyslexia Guidance ........................................................................................53<br />
Emotional Literacy: Assessment and Intervention ...........................63<br />
Further Education Reasoning Test Digital ............................................19<br />
Gaelic Phonological Screening Test........................................................37<br />
GL Assessment.............................................................................................2–3<br />
GL Performance .............................................................................................67<br />
GO 4 Schools...................................................................................................71<br />
Kirkland Rowell Surveys..............................................................................69<br />
Kirkland Rowell Surveys Interpretation & Analysis Services..............70<br />
Let’s Think! Series ...................................................................................64–65<br />
Measures of Children’s Mental Health & Psychological<br />
Wellbeing..................................................................................................60–61<br />
Measuring Success in Maths .....................................................................47<br />
Measuring Success in Science ..................................................................48<br />
Mental Mathematics 6–11 .........................................................................46<br />
Middle Infant Screening Test and Forward Together .......................40<br />
Neale Analysis of Reading Ability............................................................38<br />
New Group Reading Test.....................................................................24–25<br />
New Group Reading Test Digital ......................................................26–27<br />
New Group Reading Test Scoring & Reporting Service...................25<br />
Non-Verbal Reasoning .........................................................................22–23<br />
Paediatric Index of Emotional Distress, The.........................................62<br />
PASS Interpretation & Analysis Services................................................52<br />
Phonological Assessment Battery...........................................................37<br />
Professional Development Modules...............................................72–73<br />
Progress in English ................................................................................32–33<br />
Progress in English Digital..........................................................................33<br />
Progress in English Scoring & Reporting Service...............................33<br />
Progress in Maths..........................................................................................44<br />
Progress in Maths Digital............................................................................44<br />
Progress in Maths Scoring & Reporting Service.................................45<br />
Pupil Attitudes to Self and School (PASS) .....................................50–51<br />
Reading Now ..................................................................................................38<br />
Reasoning 5–7 Test Series ..........................................................................19<br />
Sandwell Early Numeracy Test – Revised..............................................43<br />
Schedule of Growing Skills ........................................................................58<br />
Schedule of Growing Skills: Training Courses .....................................59<br />
Schedule of Growing Skills: Training DVD............................................59<br />
Schoolcentre...................................................................................................68<br />
Single Word Reading Test 6–16................................................................40<br />
Single Word Spelling Test ...........................................................................41<br />
Single Word Spelling Test Digital.............................................................41<br />
Spatial Reasoning..........................................................................................23<br />
Suffolk Reading Scale ..................................................................................36<br />
Suffolk Reading Scale Digital ....................................................................36<br />
Suffolk Reading Scale Scoring & Reporting Service .........................36<br />
Teaching Talking............................................................................................39<br />
Think Ahead! Developing Thinking through the Arts......................66<br />
Verbal Reasoning ...................................................................................20–21<br />
WellComm Toolkit..................................................................................56–57<br />
Wordchains......................................................................................................39<br />
York Assessment of Reading for Comprehension:<br />
Early Reading and Passage Reading Primary...............................28–29<br />
York Assessment of Reading for Comprehension:<br />
Passage Reading Secondary..............................................................30–31<br />
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