Verbal Reasoning and Non-Verbal Reasoning Digital

www.gl-assessment.co.uk/reasoningdigital
Verbal Reasoning and Non-Verbal Reasoning Digital
sample reports

Contents
SAMPLE REPORTS
Cover 1
Contents 2
Verbal Reasoning Standard Report - Explanation of the Verbal Reasoning Report 3
Verbal Reasoning Standard Report - Mean score and Stanine Distribution 4
Verbal Reasoning Standard Report - Group Demographic Comparison 5
Verbal Reasoning Standard Report - Pupils’ Scores Ordered by Surname 6
Reasoning Series KS Indicators Report - Explanation of the Key Stage Indicators Report 7
Also available for Non Verbal Reasoning. KS3 indicators available for age 12-14
Reasoning Series KS Indicators Report – Group Summary of Key Stage 2 Indicators 8
Reasoning Series KS Indicators Report – Group Demographic Comparison Showing Likely KS2 Levels 9
Reasoning Series KS Indicators Report – Pupils’ KS2 Indicators Listed by Surname 10
Non-Verbal Reasoning Standard Report - Explanation of the Non-Verbal Reasoning Report 11
Non-Verbal Reasoning Standard Report - Group Demographic Comparison 12
Non-Verbal Reasoning Standard Report - Score and Stanine Distribution 13
Non-Verbal Reasoning Standard Report - Pupils’ scores ordered by Surname 14
PAGE
Verbal Non-Verbal Reasoning Combined Report - Explanation of the Reasoning Series Report 15-16
Verbal Non-Verbal Reasoning Combined Report - Group Demographic Comparison 17
Verbal Non-Verbal Reasoning Combined Report - Group Demographic Comparison Graphs 18
Verbal Non-Verbal Reasoning Combined Report - Pupils’ Scores Ordered by Surname 19
Verbal Non-Verbal Reasoning Combined Report – Explanation of Visual Verbal Profile Chart 20
Group Visual Verbal Learning Profile 21
Verbal Reasoning Digital and
Non-Verbal Reasoning Digital
Verbal Reasoning 8–13 Digital and Non-Verbal Reasoning
8–14 Digital are online versions of the well-established and
popular paper-based tests, designed to measure pupils’
ability to engage with language and context-free visual
information, to identify their wider reasoning ability and
assess their potential.
Verbal Reasoning 8–13 Digital and Non-Verbal Reasoning
8–14 Digital offer immediate scoring, supported by diagnostic
reports which illustrate the following information:
• Pupils’ results by Standard Age Score
• Comparison of group with national scores
• Comparison by gender, ethnicity, free school meals
• KS2/3 National Curriculum Level Indicators
• Pupils’ visual/verbal abilities when Verbal Reasoning
and Non-Verbal Reasoning Digital are taken together
• A Local Authority cluster report, providing results and
analysis of all schools which have taken the tests
Note: Pupil listings can be sorted by Surname or first name or
merit order based on Standard Age Scores.
Case Study 22
Contact details 23

Digital Group Visual-Verbal Learning Profile - Thumbnail sketches
High
A
B
Active talkers enjoy written work, group discussion,
essays, word games. Likely to be good in English,
MFL, history and all areas where verbal skills are
prominent.
Good with spoken and written words, but weaker
with materials such as charts, figures, diagrams etc.
Need support with visual modelling, e.g., science,
technology or geography where they are often
required to model ideas pictorially, and
other visual work such as
interpreting diagrams.
Well balanced and strong in their abilities, good with
both text and pictures/diagrams. Will perform well in
most areas of learning.
Will be good at forming hypotheses, asking questions,
predicting, applying examples to new situations
– encourage exploration of their own ideas as
independent learners.
Develop their study skills and ability to organise
their own learning, e.g. use of library,
Internet etc.
VERBAL
E
Struggle with both text and abstract
concepts. General issues of motivation
and self-esteem are present. Best to tap into
their interests and build upon their successes.
Target basic literacy and numeracy skills, use the
National frameworks for English and Maths, ICT
spreadsheets, clicker, games etc.
Provide structured tasks with clear directions, guidance,
support and break learning into small steps.
Will not learn by osmotic approaches, need active
methods with clear purposes (e.g. writing a letter
of complaint)
Good at visualisation and
inventing solutions, but may lack facility
in dealing with verbal and written work.
Could become frustrated and develop
behavioural problems. Presenting visual/spatial tasks
and study methods may lead to an improvement in
behaviour, attitude and progress in school.
More likely than other students to prefer active learning
methods, modelling, demonstrations, films, videos,
games, simulations etc.
C
D
Low
NON VERBAL
High

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Phone: 0845 602 1937 Fax: +44 (0) 20 8742 8767 www.gl-assessment.co.uk
GLA175