for progress test in maths - gl assessment · version of progress test in maths (ptm) (formerly...

www.gl-assessment.co.uk/ptseries

SampleReports

forProgress Testin Maths

Wales

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As the leading provider of formativeassessments to UK schools for over 30 years, GL Assessment aims to supportschools in achieving better outcomes forevery pupil.

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1

Introduction

GL Assessment’s Progress Test Series has beendesigned for use year-on-year to supportteachers in identifying levels of attainment andmonitoring progress. The tests for English andmaths are for students from age five to 14 andfor science from age eight to 14. Each serieshas been standardised on up to 35,000students across the UK and so provide reliableand accurate profiles of groups and individualsagainst national standards.

A test of pupils’ technical English skills and reading

comprehension, our Progress Test in English (PTE)

(formerly known as Progress in English – PiE) has become

established as the standardised English assessment of

choice in many schools. We have also developed a new

version of Progress Test in Maths (PTM) (formerly

Progress in Maths – PiM), designed to assess pupils’

mathematical skills and concepts.

Using this progress testing series, year-on-year, provides areliable profile of pupils’ attainment in the core Englishskills, including phonics (for the youngest students),spelling, grammar, punctuation and readingcomprehension and the core maths areas, includingnumber, shape, data handling and algebra.

Ideal for monitoring progress over time and trackingindividual pupil progress, the Progress Test Series can beused to support teachers in identifying those in need ofextra help, as well as those that are particularly able.

The Progress Test Series have all new content and a newstandardisation. For current users of the progress tests, anequating study allows seamless transition from the currentto new tests and ensures consistency of data which hasbeen compiled over time. Close attention has been paid toensuring the new tests reflect curricula across the UK,including the new National Curriculum, making it up-to-date and highly relevant. Please note that levels ofattainment are reported separately for Scotland andNorthern Ireland.

What reports are available?

• Group report for teachers (Available in PDF and Excel format)

• Individual student report for teachers

• Individual report for parents

• Cluster report

The following booklet will show example reports fromPTM.

T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ptseries

Contents

2 – Group report for teachers17 – Individual report for teachers19 – Individual report for parents

2

A whole pupil approachAt GL Assessment we believe in a whole pupilapproach to assessment, which alongside ateacher’s judgement, can provide a powerfuland objective all-round view of an individuallearner.

We have combined our assessments to support schools inimplementing a whole pupil approach.

Our Complete Digital Solution provides critical insight acrossthe 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.

3T: +44 (0)330 123 5375 www.gl-assessment.co.uk/ptseries

PTM Group report for teachers


4



Thes

e stu

dent

s will

ben

efit

from

exte

nsio

n wo

rk.

For

inte

rven

tions

, id

entif

y

stude

nts t

hat a

re w

ell a

drift

from

the

aver

age

rang

e.


6

Distribution of scores and meanSAS show that overall

performance in this group is in linewith the national sample.



Analysis of Group scores is alsoavailable by ethnicity, SEN, freeschool meals and by two customfields of your own choosing.


8

When analysing EAL data, also look atstudent numbers and confidence bands

to decide on how meaningful thedifferences you've spotted are.



This can help you understandgaps in learning and the

group's strengths.

10


These data tell you how well thegroup understands and applies

mathematical processes.

12


You

may

want

to in

vesti

gate

thes

e qu

estio

ns in

more

det

ail.

Is th

ere

a co

mmon

misc

once

ptio

n

in th

e gr

oup

that

impa

cts t

hese

item

s?

The

whol

e gr

oup

did

well

on th

is

item.

Cou

ld th

is sk

ill b

e us

ed to

build

on

in o

ther

are

as?

The question by question analysis is

also available in the individual rep

ort

for each student.



This grouping can help you organise small groupwork, such as peer-to-peer learning and teaching,

or targeted interventions.

14




Wha

t's h

appe

ned?

Man

y in

the

grou

p

have

not

pro

gres

sed

as e

xpec

ted.

16



PTM Individual report for teachers

Pete

r wo

rks a

bove

nat

iona

l lev

el in

all

math

s ski

lls.

He m

ay b

enef

it

from

add

ition

al ch

alle

nge

to st

ay m

otiv

ated

and

eng

aged

.

18

PTM Individual report for teachers


PTM Individual report for parents

This information is included in thelong form parent report and is an

optional inclusion.

20

PTM Individual report for parents

This information is included in thelong form parent report and is an

optional inclusion.

GL Assessment9th Floor, 389 Chiswick High Road, London W4 4AJ Tel +44 (0)20 8996 3333 Fax +44 (0)20 8742 8767 email [email protected] www.gl-assessment.co.uk

GL1

00

2

For enquiries outsidethe UK and Irelandplease contact the

International team on

Tel: +44(0)20 8996 3369

Email: [email protected]

For enquiriesplease contact us on

Tel: +44(0)330 123 5375

Email: [email protected]

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