New Group Reading Test Digital® - GL Assessment · Progress Test Series (PT Series) — When used at the start of the year please use the level below, or Level 11T for Y7 . Baseline

Secondary

SampleReports

gl-assessment.co.uk/ngrt

New Group Reading Test Digital®

This bookletcontains example

reports from the Groupreport, Individual reportfor teachers and theGroup progress report

for teachers

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“We firmly believe that reading is the keyto everything. Reading andcomprehension are the gateways tolearning but they can also be the barriers.This is why the NGRT is particularly goodas it identifies the discrepancies one wayor another.”

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A whole pupil approach to assessment

GL Assessment has worked in partnershipwith schools for over 35 years to develop arange of assessments that support betteroutcomes for pupils. We believe in a wholepupil approach to assessment, whichalongside a teacher’s judgement, canprovide a powerful and objective all-roundview of an individual learner.

We have combined our assessments to support schools

in implementing a whole pupil approach. Our Complete

Digital Solution* provides critical insight across the

following three areas:

AbilityTo indicate a learner’s potential performance

AttainmentTo show where the learner is now and what you cando to support their highest possible achievement

Barriers to learningTo identify barriers that prevent a learner fromachieving their greatest possible potential.

Assessment timelineHere is an example of one possible timeline below.

Sept Oct Nov Dec Jan Feb Mar Apr May June

Cognitive Abilities Test: Fourth Edition (CAT4)

New Group Reading Test (NGRT) — Form A

Dyslexia and Dyscalculia Screeners Digital

Pupil Attitudes to Self and School (PASS) — 1st Survey

Progress Test Series (PT Series) — When used at the start of the year please use the level below, or Level 11T for Y7

Baseline

Single Word Spelling Test (SWST)

Kirkland Rowell Surveys (KRS)

New Group Reading Test (NGRT) — Form B

Pupil Attitudes to Self and School (PASS) – 2nd Survey

Progress Test Series(PT Series)

BaselineProgress

For further information, please visit gl-assessment.co.uk/cds

*CDS is a registered trademark of the GL Education Group

2

NGRT Digital Group report




4

Two studen

ts in

the

group

were ad

ministered the

pho

nics tasks in

place

of the passage co

mprehe

nsion test.

This is bec

ause the

ability sco

re which

und

erpins all fi

nal sco

res reported

in N

GR

T D

igit

aldetermines which

studen

ts are given

the pho

nics tasks (based

on the score at the en

d of the senten

ce comprehe

nsion test) an

d this ab

ility sco

re w

as lower for

‘Owen

Bryan

t’ and

‘John

She

phe

rd’. Eac

h stud

ent is given

a unique

set of que

stions and

the

ir ability sco

re is calcu

lated twice:

at the

end

of senten

ce completion an

d at the en

d of either passage co

mpletion or the pho

nics tasks.

Four studen

ts have the same SAS, stanine

and

NPR and

are = 17th in the

group

: however for tw

o of these (described

abov

e)the scores are based

on senten

ce completion an

d the

pho

nics tasks.




6



NGRT Digital Individual report for teachers

8

Exa

mp

le r

esu

lts

In th

e fir

st g

raph

the

gre

y lin

e in

dica

tes

the

abili

ty th

e st

uden

tde

mon

stra

tes

at th

e en

d of

the

Sen

tenc

e C

ompl

etio

n se

ctio

nan

d in

the

seco

nd g

raph

for

both

Sen

tenc

e C

ompl

etio

n an

dP

assa

ge C

ompr

ehen

sion

com

bine

d.

The

Qu

esti

on

dif

ficu

lty

and

the

Rea

din

g a

bili

ty s

cale

use

the

sam

e m

etric

(whi

ch is

arb

itrar

y an

d re

late

s to

NG

RT

Dig

ital o

nly)

so

that

a d

irect

com

paris

on c

an b

e m

ade

betw

een

the

leve

l of q

uest

ions

adm

inis

tere

d an

d th

eab

ility

dem

onst

rate

d by

the

stud

ent.

The

pin

k d

ott

ed li

ne

show

s th

eav

erag

e ab

ility

for

a st

uden

t of t

hesa

me

age

as th

e st

uden

t in

the

repo

rt.

Qu

esti

on

s –

in S

ente

nce

Com

plet

ion

each

stu

dent

atte

mpt

s 15

que

stio

ns.

In P

assa

ge C

ompr

ehen

sion

eac

hst

uden

t atte

mpt

s on

e, tw

o or

thre

e pa

ssag

es.

The

do

ts o

n th

e gr

aph

are

gree

nfo

r co

rrec

t and

red

for

inco

rrec

t.

Rea

din

gA

bili

tysc

ale

Qu

esti

on

dif

ficu

lty

NG

RT

Dig

ital I

ndiv

idua

l Rep

ort



SAS NPR ST GR SAS (with 90% confidence bands) ReadingAge

NCReading

Level

Stanine

SC PC

90 26 4 1 332

ReadingAbilityScale(/1)

11:7 4C 6 3

Analysis of responses (Sentence Completion)

Jenny’s score for sentence completion is in the high average range whereas that for passage comprehension is below average. The latter, taken along with the gap of three stanines between the two parts of NGRT maysuggest a specific problem with comprehension and it is recommended that an immediate follow-up assessmentis administered that can further compare and contrast skills in decoding and comprehension. It would be mostbeneficial if this could be an individual, diagnostic assessment and GL Assessment’s York Assessment ofReading for Comprehension® which includes test material across a range of difficulty and provides scores forreading rate, accuracy and comprehension could be helpful. Intervention will likely need to focus on building oncomprehension at sentence level so that the more sophisticated skills of inference can be developed. The Analysis of Passage Comprehension responses by question type below will help identify where there arespecific deficits.

Scores

Name: Jenny Phipps

School: Sample Secondary School

Sex: FemaleForm: ADate of test: 12/03/2014

Group:

Age: 13:10

ReadingAbilityscale

Questiondifficulty

Y9


10

Name: Jenny Phipps



Group: Y9

Age: 13:10

Analysis of responses (Passage Comprehension)

Questiondifficulty

Analysis of Passage Comprehension responses by question type

Question type

Ret

rieva

l

Sim

ple

infe

renc

e

Con

text

com

preh

ensi

on

Infe

renc

e an

dde

duct

ion

Writ

er's

purp

oses

and

view

poin

ts

Writ

er's

use

of la

ngua

ge

Org

anis

atio

nof

text

s

Soci

al, c

ultu

ral

and

hist

oric

altr

aditi

ons

4/27Number of questions in test 0/27 10/27 6/27 2/27 2/27 2/27 1/27

Number of questions answeredcorrectly 0 3 1 2 0 1 1

% of questions answered correctly 0% 30% 17% 100% 0% 50% 100%

ReadingAbilityscale



Phonics

Initial letters (/4)

Sounds like (/5)

Final letter sounds (/5)

Initial letters sounds (/5)

Overall score (/19)

3 4 4 5 16

Name: Olivia Minjares



Group: Y9

Age: 13:06

Olivia's low score in Sentence Completion has meant that it was most appropriate to administer the Phonicstasks rather than the Passage Completion.

The NGRT Digital Phonics tasks sample just four aspects of phonics which are the foundation of successfulreading. These are:

identifying the initial letter of a word; •

matching words that rhyme; •

identifying the final letter sound of a word; and

identifying the initial letter sound of a word.

•

•

These tasks are aimed at students aged between six and seven so although Olivia is secure in these it isrecommended that a follow-up assessment such as GL Assessment’s Phonological Assessment Battery(PhAB) or York Assessment of Reading Comprehension (YARC): Early Reading is given. PhAB is a specialistassessment of phonological processing and is standardised to age 14. YARC Early Reading includes tests forletter-sound knowledge, early word recognition as well as sound isolation and deletion. YARC will yieldReading Age scores for students over the age of 7 years 11 months.

P

NGRT Digital Group progress report for teachers

12

NG

RT

Dig

ital G

roup

pro

gres

s re

port

for t

each

ers




14



Area Consultants

16

Area Consultants

In addition to your Area Consultant, there is

now a dedicated member of the Customer

Services Team for each area of the UK that

can help with your enquiries. Please see

opposite for details.

For further information on each area, pleasevisit: gl-assessment.co.uk/consultants

International enquiries

Tel: +44 (0)20 8996 3369Email: [email protected]

Website: gl-education.com

ScotlandScott Campbell Area advisor: James FisherMobile: 07551 171 329 0330 123 5375Email: [email protected]

Northern IrelandJanice Forbes Area Advisor: Ananette OdeyMobile: 07787 280 784 0330 123 5375Email: [email protected]

Republic of IrelandRebecca Garven Area Advisor: Patsy JonesMobile: 087-9761 265 0330 123 5375Email: [email protected]

North West EnglandAndrew Gill Area Advisor: Darryl ClaytonMobile: 07884 664 178 0330 123 5375Email: [email protected]

Northern East EnglandDaniel Seton Area Advisor: Melissa KingMobile: 07810 756 113 0330 123 5375Email: [email protected]

WalesNikki Kidd Area Advisor: Mandy PritchardMobile: 07887 663 354 0330 123 5375Email: [email protected]

West Midlands & BirminghamClare Robinson Area Advisor: Patsy JonesMobile:07920 831 278 0330 123 5375Email: [email protected]

East MidlandsTina Plail Area Advisor: Loraine PhilpottMobile: 07500 605 577 0330 123 5375Email: [email protected]

North LondonAndrew Wright Area Advisor: Loraine PhilpottMobile: 07810 654 676 0330 123 5375Email: [email protected]

Central LondonNikki Scarisbrick Area Advisor: Deborah WalesMobile: 07889 530 164 0330 123 5375Email: [email protected]

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Documents

New Group Reading Test Digital® - GL Assessment · Progress Test Series (PT Series) — When used at the start of the year please use the level below, or Level 11T for Y7 . Baseline