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‘Understandingevery
learner’
The New Group Reading Test (NGRT®)
What do my students results tell
me?
Experience40 years working with a huge network of experts, developing the UK’s most robust tests.Combined experience of 170 + years working in educational assessment
Who is GL Assessment?
PartnershipProud to partner with nasen, ASCL, NAHT, Whole Education and PiXL
Smart data10 million digital tests in thelast five years, half a billionquestions teachers haven’thad to mark
Research credibilityOver 100 Education Endowment Foundation (EEF) and Government projects to support children’s learning
Trust19,000 schools in over 100 countries, 300 UK Local Authorities
InnovationWe have gone further, and invested more to develop speedy, high quality assessment data
A whole-pupil view:
• Attainment• Ability• Identifying barriers to
learning
Standardised Scores are vital for the meaningful comparison of assessment data.
The NGRT and a Whole Pupil View
The New Group Reading Test (NGRT)
• What are standardised assessments?
• What are the reports telling you about your groups and individuals decoding and comprehension?
• Measuring the impact of interventions and next steps.
• Measuring and tracking progress year on year.
• Triangulating NGRT information.
In this session:
What is a Standardised Test?
• Standardised tests are trialled with a statistically representative sample of the population (using factors such as geography, FSM, attainment) in order for the raw scores to be analysed and norm-referenced. This allows test takers’ performance to be compared against the nationally representative sample used in the standardisation.
• NGRT was standardised against a UK sample of over 11,700 students. The national benchmarks within NGRT are verified every year based on analysis from almost half a million students, so it’s guaranteed to be statistically robust.
Standardised Age ScoresA national distribution / benchmark
The ‘average’ is set to a SAS of 100
Nationally 50% of students get this score or higher. (NPR)
Eg: A SAS of >125 is only achieved by the top 5% of students.
Statistical vocabulary – quick check!
Handout on Statistical terms & Normal distribution
Useful banding structure
Distribution Band SAS StaninePercentage of
students
Above average 111+ 7 - 9 23%
Average 89 - 111 4 - 6 54%
Below average 70 - 89 1 - 3 23%
A focus on literacy and progress
• Schools need to ensure that all pupils are making good progress and are receiving the support and challenge they need: NGRT is a time efficient, valid and reliable way of doing this termly.
• No one disputes the importance of good reading and, especially, good comprehension to support access to the curriculum throughout primary and in secondary.
“We firmly believe that reading is the key to everything. Reading and comprehension are the gateways to learning but they can also be the barriers. This is why the NGRT is particularly good as it identifies the discrepancies one way or another.”
Jill Wilson CBE, Headmistress - The Gleddings
N.B. The NGRT together with the NGST can be administered termly in under an hour.
An important word about the Secondary level progress measure Progress 8 / Attainment 8
• At secondary phase nothing can be done to change the projected performances at GCSE from KS2 performance.
• What can be done is excellent teaching and learning.
• To aid and support this effective, reliable information on whether a learner is performing to their best ability is required. Tracking of progress against indicative performance indicators can be a vital part of this.
• English and mathematics performance is double weighted in this measure.
Poor decoding Normal reading
Generally poor reading Poor comprehension
The Simple View of Reading model at the heart of the NGRT
Decoding-
-
+
+
Co
mp
reh
ensio
n
Data Communication Planning Jotter
You might want to use these headings to structure your thinking
on a data communication plan:
• Possible ‘audiences’ for the information
• Your aims for the audiences in using the information
• Processes/resources, who gets what? Why? When? Etc.
• Potential obstacles to be overcome, possible pitfalls to avoid
• Immediate next steps
• Longer term plans
Of course if you may prefer to use your own structure for your
planning notes.
Using your Group Report for Teachers (GRT)
Using your Group Report for Teachers (GRT)
• Limited contextual information
• Vocabulary reliance
• Syntactical (sentence structure) and grammatical information reliance
• Distracters similar semantically and graphically but lead to grammatical errors if used in the sentence
• Only single local inferences
• Supports those with difficulty in understanding longer texts or more complex inferences and differentiates between these students and good comprehenders
For clarificationWhat does the Sentence Completion Section look at?
• Variety of comprehension reading skills• Global and local inferences
Question types:
• Context comprehension• Retrieval• Simple inference• Inference and deduction• Organisation of texts• Writer’s use of language• Writer’s purpose and viewpoints• Social, cultural and historic tradition
For clarification What does the Passage Comprehension Section look at?
Using your Individual Student Report for Teachers
Information
Individual Student ReportingSC/PC comparison - Profile
Easily identifying the good decoders but with poor comprehension skills.
Individual Student reporting Implications for Teaching and Learning
Suggesting next steps from the comprehension analysis
Drilling down to the diagnostic comprehension information
There are even indicators of performance in these specific comprehension areas to really focus possible interventions.
• Retrieval• Simple Inference• Context Comprehension• Inference and deduction• Writer’s purposes and viewpoints• Writer’s use of language• Organisation of texts and social, cultural and historical traditions
Increasing reading age of material
Drilling down into comprehension – focussing on the right areas
Comprehension type strengths
Pre-reading information
Thinking about the reports you have beenlooking at so far. . .
• Returning to the data communication planning jotter, how will you use the reports to best inform the potential ‘audiences’ for the information you identified?
• Think about who should get what information, what should they do with it, how will it help, how will you know?
To get data communication right means you need to be clear on these issues: who, when, what, why, and how.
Demographic ReportingClosing the Gap agenda
Progress report (2 points of testing)
NGRT and your students progress – Pre/Post intervention
• Do you run reports for ‘focus groups’? – A particularly useful one would be looking at progress of Pupil Premium Grant students
Planning document
• Just a quick reminder that you might want to add to your planning document any new ideas you have after looking at the information on individuals and what other schools are doing before we turn to the NGST.
How are schools using NGRT information?
Case Study - Measuring impact
• A standardised test such as NGRT can be used before or after an intervention to
show the impact of the intervention.
• NGRT provides a reading age which is the average age of the pupils who
obtained a particular raw score in the standardisation trial. As NGRT is adaptive,
the range of reading ages it covers is broader than that of a static test.
• For example, this is an extract from a school’s Catch Up Pupil Premium initiative
document:
Improvement Initiative
Description Impact
Reading intervention #1
All Year 7 and 8 pupils take part in this scheme, which is designed to increase pupils’ reading ages.
To be measured in Reading Ages every term.
Pupil name
KS2
Reading
score
Age at
time of
test
NGRT Reading
age at start of
intervention
Date of start of
intervention
NGRT Reading
age at end of
intervention
Date at end
of
intervention
Rate of
progress
in months
Length of
intervention
in months
Child A 95 11.02 10.00 11/09/2017 10.0811/12/201
78 3
Child B 97 11 10.06 11/09/2017 10.0911/12/201
73 3
Child C 91 11:03 9.03 11/09/2017 9.0911/12/201
76 3
Measuring Impact – Pre/Post intervention
Reading intervention #1
Case Study: Attainment (PT Maths) indicator and Ability (CAT4) indicator
(Above or below ‘benchmark for CAT4)
Case study 2 – KS2 predictions for Progress 8 and CAT4 indicators
Looking at individuals and examining discrepancies with ability, particularly
underachievement
Combination report of New Group Reading Test with CAT4 Verbal Reasoning
Case Study: Schools using CAT4 and NGRT -
Combination Report use
Jaz&
Josh
Jaz: CAT4 (ability) and PT English
Student Name CAT4 Verbal SAS
PTE Overall SAS English discrepancy category
Jaz 122 73 Much lower than expected
Jaz has an above average SAS for Verbal Reasoning which is based on word reading; her English score is low.
Could the challenge of the extended reading or the technical skills tested in PTE® have caused this difference?
Jaz’s reading is much lower than expected; this is in line with analysis of her CAT4 Verbal Reasoning SAS and PTE SAS and offers more evidence of this discrepancy between potential ability and actual performance.
In similar cases EAL is a factor affecting attainment when the context of above average verbal ability is considered. But individual causes must be pursued.
Jaz: CAT4 (ability) and NGRT
Student Name CAT4
Verbal
SAS
NGRT
Overall
SAS
Reading discrepancy category CAT4
Quantitative
SAS
CAT4
Non-
verbal
SAS
CAT4
Spatial
SAS
CAT4
Mean
SAS
Jaz 122 101 Much lower than expected 112 101 100 109
Josh’s PTE and NGRT scores are ‘much lower than expected’. His CAT4 Verbal Reasoning score places him in the top 2% of students of the same age; his much lower than expected scores for NGRT need investigation.
Reading fluency may be an issue especially when dealing with extended texts. It is unlikely that comprehension will be suppressing Joshua’s scores but the reports for NGRT will offer information about this.
Josh: CAT4 (ability) and NGRT
Student Name CAT4
Verbal
SAS
NGRT
Overall
SAS
Reading discrepancy category CAT4
Quantitative
SAS
CAT4
Non-
verbal
SAS
CAT4
Spatial
SAS
CAT4
Mean
SAS
Josh 130 104 Much lower than expected 116 106 117 117
Next steps with the York Assessment of Reading for Comprehension (YARC)
• NGRT will allow you to identify the sub-cohort group of poor readers who will then move on to one to one individual reading assessment for intervention diagnosis using the York Assessment of Reading for Comprehension, YARC.
• YARC – assesses a variety of reading and comprehension skills that are required as the journey through education progresses
• At Primary: Phonics, Early Reading skills, Passage Reading.
• At Secondary level to support higher order skills required at GCSE and beyond Secondary: Silent passage reading, Fluency and Summarisation.
Analysis to plan
• On the planning document make sure you start to think about what you actually need to get the information out there and used – e.g. processes, resources etc.
• Try to identify potential obstacles and any possible pitfalls
• Do you already have strategies in mind?
• What are your immediate next steps?
• What about in the longer term?
Plenary
NGRT developmentsjust checking…
• A new Form C has been added – allowing more flexibility in tracking or intervention checking (and included in the Combination Report).
• The assessment is now deliverable via tablet.
• All forms now include new indicators. For primary pupils a predictive indicator for end of KS2 SATs; for secondary pupils a predictive indicator for GCSE English language.
• Progress reports that show progress from three points of testing.
• Cross reporting with NGST, providing a holistic picture of English progress and attainment from Reception through to Year 9.
• Examples follow:
New Progress report
Progress can be shown over three administrations of the NGRT this gives two points of progress. This is a Secondary Report example with a GCSE Indicator. For Primary colleagues a KS2 indicator is provided.
NGRT and NGST comparison
Plenary
