Baseline and Baseline Progress - GL AssessmentBaseline and Baseline Progress provide you with an efficient, child-friendly and reliable way of assessing literacy, language and communication,

Baseline and Baseline Progress provide you with an efficient, child-friendly and reliable way of assessing literacy, language and communication, and mathematics in three short, picture-based sections that require no reading, as they enter school (Baseline) and at the end of their first year in school (Baseline Progress). Baseline and Baseline Progress are delivered in an innovative, dual-tablet format. Baseline Progress assesses literacy and mathematics, enabling you to measure progression and help to quantify the often excellent progress made by young learners. It can also be used as a standalone measure. Both assessments allow you to complete the assessment in one session or in separate sessions depending on the pupil’s needs.

Before testing - It is strongly advised that you go to the Baseline Support page at gl-assessment.co.uk/support/product-support/after support/ for full details on assessing with Baseline.

• Allow enough time for the testing session or sessions, including settling time for the pupils. Decide which tests your pupils are completing during the session.

• Familiarise yourself with the administration instructions.

Baseline and Baseline Progress (Primary School only)

Test levels to use for each assessment

Length of assessment

To be able to plan for the assessments with the school time table, below are all the timing requirements for Baseline. Once an assessment section has been started, the entire section needs to be completed. Different sections can be scheduled on different days.

Baseline Level Age range covered by CAT4 norms

Year Group Age of Year Group Key Stage

Baseline 04:00 – 05:04 Reception 4 – 5 KS1

Baseline Test time* Approximate time needed for instructions

Approximate length of test session

Part 1

Language and Communication

8 minutes 5 minutes 13 minutes + settling time

Part 2

Literacy 10 minutes 5 minutes 15 minutes + settling time

Part 3

Mathematics 8 minutes 5 minutes 13 minutes + settling time

Test preparation

Two tablets will need to be provided, one for the teacher and one for the pupil, a strong wireless connection is required and the supporting document. All equipment needs to be in good working order.

In order to administer Baseline, you will need to install the GL Assessment app onto at least two tablets. Any tablet you intend to use for Baseline will need this app. The scores from Baseline are stored online on your Testwise account not the app itself. The app is 57.7MB and can be downloaded for free on an iOS and Android tablet.

gl-assessment.co.uk/cds 0208 996 3388 [email protected]

REPORTS

Types of reports available for Baseline:

Group report for teachers (GRT)

• A group level analysis of a selected group or cohort of pupils’ helping to communicate results.

Individual student report for teachers (ISRT)

• An analysis of an individual pupil’s results, along with a focus on how they can be helped to achieve their potential.

• Takes a closer look at the pupil’s scores including an analysis of questions in each category.

• Provides narrative written by Early Years specialists that gives suggestions, based on the pupil’s scores, for teachers to apply to learning in the classroom.

Individual report for parents (IRP)

• Schools can choose to share this report, or elements of it, with parents.

• This report includes narrative with suggestions for parents to aid their child’s learning at home.

• These suggestions compliment the recommendations made for the teacher in the classroom.

1 Tap on the App Store icon on your tablet.

2 Tap the Featured icon at the bottom of your screen and then tap the Search icon at the top right of your screen.

3 Type in GL Assessment to the Search box and then tap Search or tap on “GL Assessment”.

4 Tap on the ‘Get’ button next to the GL Assessment result.

5 Then tap the Install button.

1 Tap on the Google Play icon on your tablet.

2 Tap the Google Play search bar at the top of your screen.

3 Type in GL Assessment to the Search box and press Search or on the result below the search bar.

4 On some tablets, you may see book results before apps. Make sure you scroll down to the apps section. Find the GL Assessment app and tap on that icon.

5 Tap on the Install button.

6 Tap Accept.

Installing the app on iOS device:

Installing the app on an Android device:

6 Sign in with your existing Apple ID or create a new Apple ID. If you already have an Apple ID (this could be a shared school account), tap on the Use Existing Apple ID. If you need to create an Apple ID, tap on the Create New Apple ID button or go to the Apple website to create your account. The GL Assessment app is free so you can create an account without adding your payment details.

7 Sign in using your Apple ID username and password (the username may be an email address).

8 Wait for the GL Assessment app to install.

7 Sign in with your existing Google Account or create a new account. If you already have an account (this could be a shared school account), tap on the Existing button and continue reading this document. If you need to create a Google Account, tap on the New button. The GL Assessment app is free so you can create a Google Account without adding any payment details.

8 Sign in using your Google Account email and password.

9 Tap OK.

10 Wait for the GL Assessment app to install.

11 Your GL Assessment app can then be accessed from the home screen.

Cognitive Abilities Test: Fourth Edition (CAT4)

CAT4 helps to identify a pupil’s potential performance. CAT4 can be used as soon as a pupil has entered the school for the first time. Most schools use CAT4 in the first term of a new academic year for newcomers e.g. Year 4 and Year 7.


Each assessment level contains content for the relevant year group. If a different level is given to the pupil, results will not be accurate and will not provide the correct analysis.

CAT4 Level Age range covered by CAT4 norms

Year Group Age of Year Group Key Stage

Pre-Level A 7:00 – 8:11 Year 3 7 – 8 KS2

A 7:06 – 9:11 Year 4 8 – 9 KS2

B 8:06 – 10:11 Year 5 9 – 10 KS2

C 9:06 – 11:11 Year 6 10 – 11 KS2

D 10:06 – 12:11 Year 7 11 – 12 KS3

E 11:06 – 13:11 Year 8 12 – 13 KS3

F 12:06 – 15:11 Year 9 Year 10

13 – 14 14 – 15

KS3 KS4

G 14:06 – 17:00+ Year 11 Year 12

15 – 16 16 – 17

KS4 KS4


Please see the timings below for the CAT4 assessment. Once an assessment section has been started, it needs to be completed but the different parts can also be scheduled on different days.

CAT4 Digital Test Time* Approximate time needed for instructions


Part 1

Figure Classification 10 minutes 5 minutes30 minutes + settling time

Figure Matrices 10 minutes 5 minutes

Part 2

Verbal Classifications 8 minutes 5 minutes

41 minutes + settling timeVerbal Analogies 8 minutes 5 minutes

Number Analogies 10 minutes 5 minutes

Part 3

Number Series 8 minutes 5 minutes

41 minutes + settling timeFigure Analysis 9 minutes 5 minutes

Figure Recognition 9 minutes 5 minutes

*A timer appears on screen and counts down from the time allocated to each test. This cannot be overridden as the tests in CAT4 are strictly timed. If a pupil does not reach the end of the test in the given time, the test will time-out and the student will be moved to the next session or will exit the test.


REPORTS

Types of reports available for CAT4:


• A group level analysis of a selected group or cohort of pupils’ helping to communicate results.

• This may allow those with similar or contrasting profiles to be taught together with mutual benefits.


• Provides teachers with an analysis of an individual pupil’s results, along with a focus on how they can be helped to achieve their potential.

• The narrative includes implications for teaching and learning which offer brief insights into how different levels of ability combined with learning preferences may affect a pupil’s learning.

Individual report for students (IRS)

• Provides pupils with an explanation of their CAT4 results and where their strengths and weaknesses lie.

• It is important for all pupils to understand that the information gained from CAT4 testing can form the basis of plans for their future development, which they themselves can take some control over.


• Provides parents with an overview of CAT4, an explanation of their child’s results and where their strengths and weaknesses lie.

• Developed to support the routine reporting to parents, the narrative text helps them understand their child’s profile of results and actions they can take to further their learning.

Summary report for senior leaders (SRSL)

• Provides a high level analysis of a selected cohort or group’s performance against the national average.

• The report is designed for use by Headteachers, senior leadership teams and governing bodies. The introduction will be useful in giving a quick overview and an example of the test material in CAT4.

Summary presentation for senior leaders (SPSL)

• This presentation is available in PowerPoint® format. Similar to the Summary report for senior leaders, the presentation shows data from a selected group or cohort and compares this to the national average.

• It is ideal for sharing key findings and saves time in disseminating information from the Summary report.

Combination report

• Schools that use both our ability and attainment assessments can have access to a free report that compares their attainment data to the ability data from the Cognitive Abilities Test (CAT4).

• CAT4 results can be combined with Progress Test in English (PTE), Progress Test in Maths (PTM) and/or New Group Reading Test (NGRT).

• The ability test plays a vital role when trying to identify underachievers, or those not fulfilling their potential, and when combined with attainment data and professional teacher judgement, it provides a well-rounded picture of each pupil.

Samples of these reports

can be found within your pack in the Sample Report

booklet.

Progress Test Series (PT Series)

Progress Test in English (PTE), Progress Test in Maths (PTM) and Progress Test in Science (PTS) are used for year-on-year support for teachers to identify the current level of attainment. There are autumn and spring/summer level tests. The PT Series does not need to be taken twice a year. Most Schools will use the spring/summer level tests for year-on-year testing.


Each assessment level contains content for the relevant year group. If a different level is given to the pupil, results will not be accurate and will not provide the correct analysis.

PTE/PTM Level Autumn term

PTE/PTM Level Summer term

Year Group Age of Year Group

Key Stage

Level 5* Reception 4 – 5 Early Years

Level 5* Level 6* Year 1 5 – 6 KS1

Level 6* Level 7 Year 2 6 – 7 KS1

Level 7 Level 8 Year 3 7 – 8 KS2




Level 11T** Level 12 Year 7 11 – 12 KS3



Level 14 Year 10 14 – 15 KS4

*Level 5 and Level 6 needs to be administered using paper tests – they are not available in digital format

** 11T needs to be completed before the October half term as this is designed to measure pupil attainment between the period of leaving primary school and joining secondary school.

*PTS only starts at Level 8 for both paper and digital format.

** 11T needs to be completed before the October half term as this is designed to measure pupil attainment between the period of leaving primary school and joining secondary school

*** There is no PTS Level 12 available (end of Year 7/beginning of Year 8 test) as schools usually teach science over a two or three year curriculum and therefore we have Levels 12 and 13 available to be able to assess the topics that should have been covered over these years.

PTS Level Autumn term

PTS Level Summer term


Key Stage

Level 8* Year 3 7 – 8 KS2




Level 11T** N/A Year 7 11 – 12 KS3

N/A Level 13 Year 8 12 – 13 KS3

N/A Level 14*** Year 9 13 – 14 KS3


REPORTS

Type of reports available for the PT Series:


• Provides a group level analysis of a selected cohort of pupils. It is intended for use by any practitioner, class teacher, and Head of Year or SENCO.


• Provides an in-depth analysis of an individual pupil’s results, along with any implications this may have on teaching and learning.


• Provides an overview of the test to ensure parents are aware of what the test contains and why their child has taken it. It also gives a snapshot of their child’s skills and knowledge in the core subjects, this is designed to aid communication with parents and can be used to reinforce learning activities at home.

Combination report



• The ability test plays a vital role when trying to identify underachievers, or those not fulfilling their potential, and when combined with attainment data and professional teacher judgement, it provides a well-rounded picture of each pupil.

*PTE Level 7 a single passage for Reading Comprehension, and two linked passages for all other levels

** Shorter for PTE 7 as there is a single passage for reading comprehension

*There is no Mental Maths section for Level 7

**Level 7 has no time limit and students should be given as long as they need to complete it, but approximately 35 minutes


Please see the timings below for the PT Series assessments. Once an assessment section has been started, it needs to be completed and the different parts can also be scheduled on different days.

PTE Digital Approximate Test Time

Approx. time needed for instructions, examples and practice items

Approx. length of test session

Part 1

English Skills (spelling, grammar and punctuation)

20–25 mins 5 minutes 30 minutes + settling time

Part 2

Reading* Comprehension 40–50** mins 5 minutes 55 minutes + settling time

PTM Digital Approximate Test Time



Part 1

Mental Maths* 15 mins 5 minutes 20 minutes + settling time

Part 2

Applying & Understanding Maths**

40–60 mins 5 minutes 65 minutes + settling time

PTS Digital Approximate Test Time



Progress Test in Science 40–60 mins 5 minutes 65 minutes + settling time



booklet.

REPORTS

Type of reports available for the NGRT:


• Provides a group level analysis of a selected cohort of pupils. It is intended for use by any practitioner, class teacher, and head of year or SENCo.


• Provides an in-depth analysis of an individual pupil’s results, along with any implications this may have on teaching and learning.

Combination report*



• The ability test plays a vital role when trying to identify underachievers, or those not fulfilling their potential, and when combined with attainment data and professional teacher judgement, it provides a well-rounded picture of each individual pupil.

New Group Reading Test (NGRT)

The New Group Reading Test (NGRT) is used to help teachers to screen and monitor the reading abilities of pupils individually and at a group level. NGRT can always be used to identify barriers to learning.

There are two forms of NGRT, A and B to be able to test twice a year, autumn and spring/summer term to produce progress scores for reading abilities.


NGRT Digital Form Year Group Age of Year Group

A Year 2 - 11 6 – 16

B Year 2 - 11 6 – 16


Please see the timings below for NGRT. Once an assessment section has been started, it needs to be completed. NGRT Digital must be completed in a single test session.

Please note that because NGRT is an adaptive test, the time taken to complete it can vary. The test is not timed, but approximate timings can be seen below.

NGRT Digital Approximate Test Time

Approximate time needed for instructions, examples and practice items


Part 1**

Sentence completion 10 minutes 5 minutes 15 mins + settling time

Part 2**

Passage comprehension* 25 minutes 5 minutes 30 mins + settling time

*Pupils with low sentence completion scores will complete Phonics section

** New Group Reading Test Digital must be completed in a single test session.



booklet.


REPORTS

Type of reports available for the SWST:


• Provides a group level analysis of a selected cohort of pupils. It is intended for use by any practitioner, class teacher, and head of year or SENCo.

Single Word Spelling Test (SWST)

Single Word Spelling Test (SWST) is used to highlight teaching strategies and follow-up activities for improving spelling. SWST is often used as an end of year test, and if it is used year on year can offer important evidence of pupil progress and added value.

SWST Digital is particularly suitable for use during the second half of the academic year but can also be used in the autumn term, using the autumn test level.


Each assessment level contains content for the relevant year group. If a different level is given to the pupil, results will not be accurate and will not provide with the correct analysis.

SWST Autumn Level

SWST Summer Level

Age range covered


Key Stage

Level 6 5:04 – 7:02 Year 1 5 – 6 KS1

Level 6 Level 7 6:04 – 8:02 Year 2 6 – 7 KS1








Level 14 13:04 – 15:02+ Year 10 14 – 15 KS4


To be able to plan for the assessments with the school timetable, provided below are all the timings for SWST. Once an assessment section has been started, it needs to be completed.

SWST Digital Approximate Test Time



Single Word Spelling Test

30-40 minutes 10 minutes 50 minutes + settling time



booklet.

Pupil Attitudes to Self and School (PASS)

Pupil Attitudes to Self and School (PASS) is an attitudinal survey that provides a psychometric measurement of a pupil’s attitudes towards themselves as learners and their attitudes towards school. In particular, it helps schools and professionals to inform teaching strategies and intervention programmes to help raise standards of attainment and pupil well-being, tackle challenging behaviour and provide a key requirement of the new inspection framework

We recommend that the first administration of the PASS survey is 6–8 weeks after the beginning of the academic year. Then a second survey should be administrated 6–8 weeks before the end of the school year. These are best practice for administering the surveys to get a non-bias response from the pupils.

Test levels to use for each survey

PASS Level Year Group Age of Year Group Key Stage

PASS 1 Reception 4 – 5 Early years

PASS 1 Year 1 5 – 6 KS1









PASS 3 Year 10 14 – 15 KS4

PASS 3 Year 11 15 – 16 KS4

PASS 4 Year 12 16 – 17 KS5

PASS 4 Year 13 17 – 18 KS5

Length of survey times

To be able to plan for the assessments with the school timetable, provided below are all the timings for PASS. Once the survey section has been started, it needs to be completed.

PASS Digital Approximate Test Time



PASS survey 20 minutes 5 minutes 25 minutes + settling time


PASS Online Intervention System

Users of Pupil Attitudes to Self and School (PASS) can benefit from an accompanying Online Intervention System. The service presents over 3000 combinations of possible intervention strategies drawn from research reviews and best practice at all levels. It can also integrate pupil attitudinal data with attainment data for targeted support, to screen and identify at risk groups, including ‘invisible’ groups like fragile learners. This platform also supports screening pupils for emotional well-being.

You can input individual pupil or whole school profile data, and for any set of results, the Online Intervention System will generate:

• An overall interpretation of the meaning of your profile

• Detailed recommendations for action broken down by all 9 PASS factors

• Expert comparisons across groups of factors for deeper interpretation

• Where appropriate, interventions derived from integration of attitude and self-concept measures with pupil attainment data

• Where appropriate, additional interpretation and advice relating to social, emotional and behavioural difficulties.

Although each suggested strategy is underpinned by extensive research, the entire system has been designed to “learn” from user feedback. Suggested interventions therefore include rankings for effectiveness at both national and local (postcode specific) levels. Over time, using this resource, you will improve your understanding of PASS and intervention strategies can be tailored to the specific needs of your school and local community.

PASS Standalone Software

PASS Standalone Software is used by mainstream schools and academies to retest those students identified in the main ‘whole school’ survey as needing support and intervention during the year. This enables you to work more closely with them on a one-to-one basis and measure the progress, or otherwise, of your interventions.

It is also used by Pupil Referral Units and Special Schools to create a baseline attitude score when students arrive, and then monitor their progress over time.

We recommend that PASS is not used less than 10–12 weeks apart (for example, once a term) to give any interventions time to take effect, and so that the student does not become familiar with the statements.

Standalone and Online Intervention Access

With the CDS package, the school receives an additional Online Intervention System and access to the Standalone Software download for PASS. To retrieve these additional login details and links, please refer to the initial email you received from us, this included your customer ID.

REPORTS

Type of reports available for PASS:

• The PASS reports are instantly available to download from your Testwise account in a PDF and Excel format. Please do not run a report before your entire cohort has completed the test as this will close your survey and you cannot get a full cohort analysis.

• The PASS PDF report can be broken down into three levels:

o Level 1 – Whole school reporting - An evaluation of overall gender, ethnicity, and year groups etc.

o Level 2 – Cohort Reporting

- The assessment of pupils in the context of each other

o Level 3 - Individual Pupil Reporting

- A standardised measure of individual pupils’ attitudes



booklet.

Kirkland Rowell Surveys (KRS)

Kirkland Rowell Surveys (KRS) provide a holistic view of all stakeholders within the school (Parent, Pupil and Staff). The questions run alongside Ofsted criteria, and do differ slightly between primary schools and secondary schools, e.g. primary schools have questions regarding the range of subjects taught and out of school activities, where secondary schools have questions regarding the truancy and career advice.

KRS should be taken once a year, possibly in the middle of the year, to receive the report before the end of the governors meeting, or senior leadership meeting. The survey needs to be taken in a 2 week cycle; otherwise the results may not be as accurate.

English schools can benefit further from our Stakeholder Surveys: Evaluation, Action and Impact professional development module that helps participants get the most out of their survey results.

Please note that KRS is NOT taken via Testwise.

Test levels to use for each survey

Length of survey

To be able to plan for the assessments with the school time table, provided below are all the timings for KRS. Once a survey has been started, it needs to be completed.

KRS Level Year Group Age of Year Group Key Stage

NA NA NA NA

KRS Digital Approximate Test Time



Parental survey 10-15 minutes 5 minutes 20 minutes + settling time

Pupil survey 10-15 minutes 5 minutes 20 minutes + settling time

Staff survey 10-15 minutes 5 minutes 20 minutes + settling time




booklet.

Setting up surveys

Please contact your Account Manager when you would like to administer your KRS surveys, as this process is slightly different to the other assessments and surveys within the CDS package.

1 You will receive clear instructions on distributing the questionnaires and on how to achieve the maximum response rate

2 Completed questionnaires are then returned, before being passed on to us for collation, analysis and report production

3 The final report, which presents our findings clearly in the form of tables and graphs, is normally delivered to you within 4-6 weeks of receiving completed questionnaires

This takes 48 hours to set up and you will be sent an email which contains the links to the Staff, Pupil and Parent survey. The email will also include an Excel® spread sheet of all the user names and passwords.

As mentioned previously, if your school feels that you will receive a better response from a paper survey rather than an on-line survey please contact us with your interest, and price options will be provided.

REPORTS

Type of reports available for the KRS:

• Staff survey report o Provides a summary of the results and report, key results, staff priorities, parent view:

Staff summary, standard analysis and time series analysis

• Pupil survey report

o Provides a summary of the results and report, key results, pupil priorities, parent view: Pupils summary, standard analysis and year group analysis

• Parent survey report

o Provides a summary of the results and report, key results, parent priorities, parent view summary, standard analysis and year group analysis

• Combined executive report o Provides an overall performance, strength and weaknesses, priorities and unexpected

results

Dyscalculia Screener

Dyscalculia Screener identifies dyscalculic tendencies in pupils’ aged 6–14+ years and recommends intervention strategies to help them achieve their potential.

It is used either as a tool for screening an entire year group, or for screening those pupils showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who have poor maths attainment and those whose difficulties are associated with dyscalculia.


Dyscalculia Level


Key Stage

NA NA NA NA


To be able to plan for the assessments with the school timetable, provided below are all the timings for the Dyscalculia Screener. Once an assessment section has been started, it needs to be completed.

Dyscalculia Digital

Approximate Test Time



Dyscalculia Screener

30-35 minutes 5 minutes 40 minutes + settling time

REPORTS

Dyscalculia Screeners Digital can play an important part in helping teachers identify pupils with dyscalculic tendencies. The following enhanced reports are available:

• Group report o Offers a convenient way of assimilating and storing the

results for a group of learners

• Individual report for teachers/practitioners o Shows the results of each subset and recommendations for each test-taker

• Parent/Carer report o Includes further guidance and letter templates to help support communication with parents

and carers both before and after screening. It must be emphasised that the Dyscalculia Screener screens for dyscalculic tendencies that may need further investigation. It does not claim to determine whether a user is dyscalculic or not.



booklet.


Dyslexia Screener

Dyslexia Screener is an assessment that identifies dyslexic tendencies in pupils and recommends intervention strategies to help them achieve their potential.

It is used as a tool for screening an entire year group, or for screening those pupils showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who are having general difficulties in literacy and those whose difficulties are associated with dyslexia.



To be able to plan for the assessments with the school timetable, provided below are all the timings for the Dyslexia Screener. Once an assessment section has been started, it needs to be completed. All parts can be taken on different days at different times.

Dyslexia Digital Approximate Test Time



Part 1

Missing Piece 6 minutes 2 minutes 8 minutes + settling time

Part 2

Word Sounds 6 minutes 2 minutes 8 minutes + settling time

Part 3

Spelling 6 minutes 2 minutes 8 minutes + settling time

Part 4

Visual Search 6 minutes 2 minutes 8 minutes + settling time

Part 5

Reading 6 minutes 2 minutes 8 minutes + settling time

Part 6

Vocabulary 6 minutes 2 minutes 8 minutes + settling time

REPORTS

Dyslexia Screeners Digital can play an important part in helping teachers identify pupils with dyslexic tendencies. The following enhanced reports are available:

• Group report o Offers a convenient way of assimilating and storing the results for a group of learners

• Individual report for teachers/practitioners o Shows the results of each subset and recommendations for each test-taker

• Parent/Carer report o Provides further guidance and letter templates to help support communication with parents

and carers both before and after screening

• It must be emphasised that they Dyslexia Screener screens for dyslexic tendencies that may need further investigation. It does not claim to determine whether a user is dyslexic or not. Therefore the report from the Dyslexia Screener is not sufficient evidence for access arrangements

Sample Reports

Included in this pack is a booklet containing report examples. These have been annotated to assist you in your interpretation. Our reports are not limited to these so please do get in touch with your Account Manager if you have any further questions on this.

Dyslexia Level


Key Stage

NA NA NA NA

Documents

Baseline and Baseline Progress - GL AssessmentBaseline and Baseline Progress provide you with an efficient, child-friendly and reliable way of assessing literacy, language and communication,