progress in english (pie) digital sample reports · progress in english year on year comparisons -...

1

Progress in English (PiE) Digital

www.gl-assessment.co.uk/piedigital

sample reports

Includes

new enhanced

reporting

2

SAMPLE REPORTS PAGE

Progress in English 11 Group Report - Explanation of the Progress in English report 3

Progress in English 11 Group Report - Pupil Listing ordered by Standard Age Score 5

Progress in English 11 Group Report - Group and National Comparison - Mean Score table 6

Progress in English 11 Group Report - Group and National Comparison - Mean Standard Age Score graph 7

Progress in English 11 Group Report - Group and National Comparison - Lexile Score distribution 8

Progress in English 11 Group Report - Group and National Comparison - Standard Age Score distribution 9

Progress in English 11 Group Report - Analysis by Process and Curriculum Content categories graph 10

Progress in English 11 Group Report - Question by Question graph 11

Progress in English 11 Group Report - Question by Question listing - ordered by National Percent correct 12

Progress in English 11 Group Report - Question by Question listing - ordered by Group-National difference 13

Lexile Letter Home - Analysis by Process and Curriculum Content categories table 14

Progress in English Lexile Letter Home - Lexile Measure letter 15

Progress in English Lexile Letter Home - Suggested Reading List 16

Progress in English Year On Year Comparisons - Explanation of Progress in English Year On Year Comparisons report 17

Progress in English Year On Year Comparisons - Comparison of Group Scores - Mean score table 19

Progress in English Year On Year Comparisons - Comparison of Group Scores - Mean Standard Age Score graph 20

Progress in English Year On Year Comparisons - Progress Chart 21

Progress in English Year On Year Comparisons - Summary Table 22

Progress in English Year On Year Comparisons - Pupil Listing ordered by Surname 23

APP Mapping Grid 24

APP Mapping Grid 25

Case Study - Online testing in Leicestershire 26

Case Study - Online testing at Handcross Park Independent Prep School 27

Contents

Progress in English (PiE) Digital

Progress in English Digital is an onscreen version of our most popular series of paper tests covering UK National Curricula and National Literacy Strategy content for the 7 – 11 age range. Designed to provide you with diagnostic information about your pupils’ ability in English, it is ideal for tracking progress and value-added and for settingappropriate targets.

Note: Pupil listings can be sorted by Surname or by First name or by merit order based on Standard Age Scores.

New Enhanced ReportsOur digital products now come with additional enhanced reporting as standard. These provide more powerful and flexible insights into test results and include reports such as:

• Group Demographic Comparisons

• Year on Year achievement

Reports are available by class, year group, schools, cluster of schools or by authority.

Speak to your area consultant for more details.

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3

Progress in English Reports

School: Sample School Section:No. of students:

Section A - Student listing

Section B - Comparison of Group and National Scores

This report lists the results for each student from the selected group of students who took the test. Scoresfor each student are shown including Standard Age Score (SAS), Lexile measure, Stanine, NationalPercentile Rank, Group Rank, Raw Score and estimated National Curriculum Reading and Writing Levelsfor England, Wales and Northern Ireland. Some of the levels are split into three categories (C,B and A) withA denoting the highest category within a level. This section also shows student performance in the contentcategories of spelling, grammar, narrative reading comprehension, and non-narrative readingcomprehension.

The table shows the mean scores and the standard deviations for Standard Age Scores, Lexiles, and rawscores for each group of students. The first chart in this section show the average SAS scores for yourgroups with 80% confidence bands indicated by the horizontal lines. If the horizontal line on the meanStandard Age Score score chart overlaps the National "100" (average) line, the results for your group do notdiffer significantly from the National average.

The second chart shows the Lexile measure distribution displayed as a box and whisker plot for each groupof students. The graphic below shows an example for a group of students. This shows that 5% of studentshave Lexile measures below 100, 25% have measures below 200, 50% have measures below 350, 75%below 400 and 95% below 500. Half the students have measures within the box range which in this exampleis between 200 and 400.The table shows the mean scores and the standard deviations for Lexiles,standardised and raw scores for each group of students.

Progress inEnglish 11

Class/Group:A, B, C

Sample Group 28

Copyright © 2008 GL Assessment LimitedGL Assessment is part of the Granada Learning Group.

Lexile measure Distribution

GL Assessment, is part of the Granada Learning Group.

4

Progress in English Reports

School: Sample School Section:No. of students:Class/Group:

A, B, CSample Group 28

The first bar chart shows the percentage of students that fall within certain ranges of scores. The chartsallow you to compare the score distribution of your group with the National distributions. The second barchart shows the percentage success rates for each of the process areas for the class/group against theNational average. In some cases, the profile for the class may be above the National average, or below theNational average, in all process areas. In other cases, the results may reveal strengths in one particularprocess area, but a relative weakness in another.

Section B - Comparison of Group and National Scores cont.

The graphs and tables in this section provide details about the success rates the class/group has with eachquestion. The questions your class/group find most difficult and which were relatively easy can be identified.

Section C - Question by question analysis

Copyright © 2008 GL Assessment LimitedGL Assessment is part of the Granada Learning Group.GL Assessment, is part of the Granada Learning Group.

5

Section A: Progress in English 11 - Student ListingSample School Sample Group School: Group: No. Students 28

Name of Student RawScore

Percentage Correct - CurriculumContent Categories****

SP G RN RNN

Stanine NationalPercentile

Rank

Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score

LexileScore*

GroupRank**

EnglishLevel***

R:W

Age at test(yrs:mnths)

Sanjay Rooprai 37 100 70 100 1008 94124 1155 1 5a : 5c 9:06 Robert Robinson 37 100 100 100 638 94124 1140 1 5a : 5c 9:06 Maureen Kennedy 35 100 60 100 888 91120 1155 3 5b : 4a 9:06 Sandeep Sharma 35 100 60 100 888 91120 1155 3 5b : 4a 9:06 Susan Bush 34 100 70 100 637 89118 1140 5 5b : 4a 9:06 Tim Vincent 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Jackie Murdie 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Richard Mathews 30 100 50 100 387 78112 1020 6 5c : 4b 9:07 Nancy Roberts 28 100 30 100 386 72109 1020 9 4a : 4b 9:07 Kareena Khan 28 100 40 100 256 72109 975 9 4a : 4b 9:07 Mandeep Singh 27 100 30 100 256 70108 975 11 4a : 4b 9:07 Mary Aransiola 27 100 30 100 256 70108 975 11 4a : 4b 9:07 Tim Chung 27 100 50 100 06 70108 890 11 4a : 4b 9:07 Tom Albright 26 100 40 100 06 66106 890 14 4a : 4c 9:07 Nick Watt 23 100 10 100 05 58103 890 15 4b : 4c 9:07 Peter Watt 22 100 20 83 05 55102 815 16 4b : 4c 9:07 Florence Nash 21 100 10 83 05 53101 815 17 4b : 4c 9:07 Rosaline Nash 20 90 0 92 05 4899 850 18 4c : 3a 9:07 Dominic Browne 20 100 10 75 05 4899 775 18 4c : 3a 9:07 Adrian Fowler 20 100 0 83 05 4899 815 18 4c : 3a 9:07 Rita Tucker 12 80 0 33 04 2891 555 21 3 : 3b 9:07 Neil Dawes 12 70 0 42 04 2891 605 21 3 : 3b 9:07 Daniel Browne 12 50 0 58 04 2891 695 21 3 : 3b 9:07 David Smith 11 50 0 50 04 2690 655 24 3 : 3c 9:07 Nita Moss 11 50 0 50 04 2690 655 24 3 : 3c 9:07 Rob Reagan 4 30 0 8 02 980 265 26 3 : 2 9:07 Sarah Ling 3 10 0 17 02 677 405 27 3 : 2 9:07 Nathan Gill 1 0 0 8 01 269 265 28 3 : 2 9:07

****Curriculum Content Categories: SP = Spelling G = Grammar RN = Reading - Narrative RNN = Reading - Non Narrative

*Lexile measure BR = Beginning Reader **Group Rank based on Standard Age Score ***Estimate of current National Curriculum (R)eading and (W)riting levels (England, Wales and Nothern Ireland).

10:0610:0610:0610:06 10:0610:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07 10:0710:0710:0710:07

6

Section B: Progress in English 11 - Group and N

ational Com

parisonSam

ple SchoolSam

ple Group

School:G

roup:N

o. Students28

Com

parison of Male and Fem

ale Scores

Num

ber ofStudents

Standard Age Scores

Mean Score

StandardD

eviationM

alesFem

alesAll Students

161228

Raw

Scores

Mean Score

StandardD

eviation23.021.322.3

9.512.110.5

103.8100.9102.6

12.116.514.0

Lexile measures

Mean Score

StandardD

eviation851.6830.4842.5

224.6300.3254.7

Com

parison of Ethnic Group Scores

Ethnic Group

Num

ber ofStudents

Standard Age Scores

Mean Score

StandardD

eviation

Raw

Scores

Mean Score

StandardD

eviation

Lexile measures

Mean Score

StandardD

eviation9

27.610.1

109.313.7

Asian957.8

233.47

21.19.7

99.714.5

Black British812.1

262.612

18.910.4

99.213.1

White

773.8255.8

Com

parison of Free School Meals category score

Free School Meals

Num

ber ofStudents

Standard Age Scores

Mean Score

StandardD

eviation

Raw

Scores

Mean Score

StandardD

eviation

Lexile Scores

Mean Score

StandardD

eviation24

25.18.1

106.510.4

No

920.8169.9

45.0

4.879.3

9.1Yes

372.5138.4

Com

parison of Special Educational Needs category score

Special EducationN

umber of

Students

Standard Age Scores

Mean Score

StandardD

eviation

Raw

Scores

Mean Score

StandardD

eviation

Lexile Scores

Mean Score

StandardD

eviation25

24.68.4

105.810.6

None

906.2181.7

32.7

1.575.3

5.7School Action

311.780.8

Com

parison of Custom

1 category score

Custom

Num

ber ofStudents

Standard Age Scores

Mean Score

StandardD

eviation

Raw

Scores

Mean Score

StandardD

eviation

Lexile Scores

Mean Score

StandardD

eviation3

2.71.5

75.35.7

EAL311.7

80.825

24.68.4

105.810.6

None

906.2181.7

Com

parison of Custom

2 category score

Custom

Num

ber ofStudents

Standard Age Scores

Mean Score

StandardD

eviation

Raw

Scores

Mean Score

StandardD

eviation

Lexile Scores

Mean Score

StandardD

eviation28

22.310.5

102.614.0

Not know

n842.5

254.7

© G

L Assessment 2008

7

Section B

: Progress in E

nglish 11 - Group and N

ational Com

parisonS

ample S

choolS

ample G

roupS

chool:G

roup:N

o. Students

28

© G

L Assessm

ent 2008

8

Section B

: Progress in E

nglish 11 - Group and N

ational Com

parisonS

ample S

choolS

ample G

roupS

chool:G

roup:N

o. Students

28

© G

L Assessm

ent 2008

9

Section B: Progress in English 11 - Group and National ComparisonSample School Sample GroupSchool: Group: No. Students 28

0%

0%

0%

13%

14%

17%

19%

14%

8%

19%

21%

25%

25%

21%

17%

19%

18%

17%

0%

0%

0%

6%

7%

8%

0%

4%

8%

Male

Female

All Students

<74

1

74-81

2

82-88

3

89-96

4

97-103

5

104-111

6

112-118

7

119-126

8

>126

9

4%7%12%17%20%17%12%7%4%National

Standard Age Score

Stanine

Page 7 03-Jun-2009© GL Assessment 2008

10

Section B

: Progress in E

nglish 11 - Analysis by P

rocess Area

Sam

ple School

Sam

ple Group

School:

Group:

No. S

tudents28

© G

L Assessm

ent 2008

11

Section C: Progress in English 11 - Question by Question GraphSample School Sample GroupSchool: Group: No. Students 28

Page 9 03-Jun-2009© GL Assessment 2008

12

Section C: Progress in English 11 - Q

uestion by Question Listing

Sample School

Sample G

roupSchool:

Group:

No. Students

28

Question

Num

berC

ategory*C

ategory**Q

uestion Content

Group

Questions sorted by N

ational Percentage Correct

National

Group -

National

Difference

3.01-1100

RN

RW

hat was G

areth thinking about as he was searching?

8416

3.11-157

RN

ATW

hat type of story is Gareth's D

iscovery?83

-264.04-1

18R

NN

SIW

hich of these objects is likely to survive longest?76

-584.01-1

43R

NN

RW

hat was invented about 5000 years ago?

76-33

3.08-171

RN

CI

In the cave, why did G

areth forget about the rain andfloods?

74-3

4.08-14

RN

NC

IW

hich section of the text tells you why som

e objects arem

ore likely to survive?73

-69

3.02-193

RN

SIW

hy did Gareth w

onder if any old buildings would be

uncovered by the rain and floods?73

20

1.08-175

SPSP

Sam m

anaged to take lots of (photographs) of theParthenon

732

1.07-179

SPSP

(although) Athens was crow

ded with tourists,

736

4.07-111

RN

NAT

What is the purpose of the sub-headings in this article?

72-61

3.04-189

RN

RW

hich two things did G

areth use to scrape away the earth?

7217

2.04-139

GP

by (touching manipulating) and exploring

72-33

3.05-186

RN

ATW

hy does the author use three dots in the middle of this

sentence?69

17

1.01-196

SPSP

It was Sam

's first trip abroad and he was very (excited)

6927

2.03-150

GC

The museum

's (aims) is to provide

68-18

1.05-189

SPSP

Sam and his fam

ily were all (im

pressed)68

21

4.06-111

RN

NC

IW

hat does the Excavating Sites section tell you aboutarchaeology?

67-56

4.03-132

RN

NSI

Which type of archaeological evidence w

ould a human

bone provide?67

-35

3.03-189

RN

CI

Why did G

areth not seem to be every bit the sheep

farmer's son?

6623

4.05-118

RN

NSI

Why are ecofacts likely to survive longer in desert sites?

65-47

4.02-143

RN

NSI

Why are archaeologists like other social scientists?

63-20

1.03-193

SPSP

Sam and his fam

ily visited the Parthenon, a (beautiful),ancient G

reek temple

6231

2.01-164

GP

the Children's D

iscovery (Museum

) the best place to learn60

43.10-1

68R

NSI

Why did G

areth push the lamb through the gap?

599

2.10-14

GC

(were) fun and learning go hand in hand.

59-55

3.06-182

RN

SIW

hy did Gareth look anxiously at the cave entrance?

5725

1.06-179

SPSP

by its size and (height).56

233.07-1

75R

NR

What did G

areth think had made dents in the cave w

alls?55

202.07-1

11G

C(w

ould) give you any information you need.

54-43

3.09-171

RN

RW

here did Gareth find the coins?

5219

2.08-14

GP

There will also be (assistant's) to help you

52-48

1.09-171

SPSP

and of the (magnificent) sunset.

5021

2.05-132

GC

You will be am

azed by our exhibition galleries, (who) offer

attractive activities47

-15

2.09-14

GC

make your ow

n helicopter, (use) folded paper and a paperclip.

45-41

1.02-193

SPSP

as it was his first tim

e in an (aeroplane)45

482.06-1

18G

CThe guides, w

ho (regular) take visitors around the museum

43-25

3.12-154

RN

CI

Which of these w

ould be best as a different title?41

131.10-1

68SP

SPSam

felt it was a w

onderful (experience) for him41

27

© G

L Assessment 2008

*Curriculum

Content C

ategories: SP = Spelling G = G

ramm

ar RN

= Reading - N

arrative RN

N = R

eading - Non N

arrative

**Process Categories: SP = Spelling P = Punctuation C

= Consistency SI = Sim

ple Inference R = R

etrieval AT = Authorial Techniques

GL A

ssessment 2008

13

Section C: Progress in English 11 - Q

uestions Listing by Group-N

ational Difference

Sample School

Sample G

roupSchool:

Group:

No. Students

28

Question

Num

berC

ategory*C

ategory**Q

uestion Content

Group

Questions sorted by G

roup - National Percentage D

ifference

National

Group -

National

Difference

1.04-189

SPSP

The Parthenon is built (entirely) of white m

arble36

531.02-1

93SP

SPas it w

as his first time in an (aeroplane)

4548

1.03-193

SPSP

Sam and his fam

ily visited the Parthenon, a (beautiful),ancient G

reek temple

6231

1.01-196

SPSP

It was Sam

's first trip abroad and he was very (excited)

6927

1.10-168

SPSP

Sam felt it w

as a wonderful (experience) for him

4127

3.06-182

RN

SIW

hy did Gareth look anxiously at the cave entrance?

5725

3.03-189

RN

CI

Why did G

areth not seem to be every bit the sheep

farmer's son?

6623

2.02-154

GP

discover something new

(today)30

241.06-1

79SP

SPby its size and (height).

5623

1.09-171

SPSP

and of the (magnificent) sunset.

5021

1.05-189

SPSP

Sam and his fam

ily were all (im

pressed)68

213.07-1

75R

NR

What did G

areth think had made dents in the cave w

alls?55

20

3.02-193

RN

SIW

hy did Gareth w

onder if any old buildings would be

uncovered by the rain and floods?73

20

3.09-171

RN

RW

here did Gareth find the coins?

5219

3.04-189

RN

RW

hich two things did G

areth use to scrape away the earth?

7217

3.05-186

RN

ATW

hy does the author use three dots in the middle of this

sentence?69

17

3.01-1100

RN

RW

hat was G

areth thinking about as he was searching?

8416

3.12-154

RN

CI

Which of these w

ould be best as a different title?41

133.10-1

68R

NSI

Why did G

areth push the lamb through the gap?

599

1.07-179

SPSP

(although) Athens was crow

ded with tourists,

736

2.01-164

GP

the Children's D

iscovery (Museum

) the best place to learn60

4

1.08-175

SPSP

Sam m

anaged to take lots of (photographs) of theParthenon

732

3.08-171

RN

CI

In the cave, why did G

areth forget about the rain andfloods?

74-3

2.05-132

GC

You will be am

azed by our exhibition galleries, (who) offer

attractive activities47

-15

2.03-150

GC

The museum

's (aims) is to provide

68-18

4.02-143

RN

NSI

Why are archaeologists like other social scientists?

63-20

3.11-157

RN

ATW

hat type of story is Gareth's D

iscovery?83

-262.06-1

18G

CThe guides, w

ho (regular) take visitors around the museum

43-25

2.04-139

GP

by (touching manipulating) and exploring

72-33

4.01-143

RN

NR

What w

as invented about 5000 years ago?76

-33

4.03-132

RN

NSI

Which type of archaeological evidence w

ould a human

bone provide?67

-35

2.09-14

GC

make your ow

n helicopter, (use) folded paper and a paperclip.

45-41

2.07-111

GC

(would) give you any inform

ation you need.54

-434.05-1

18R

NN

SIW

hy are ecofacts likely to survive longer in desert sites?65

-472.08-1

4G

PThere w

ill also be (assistant's) to help you52

-482.10-1

4G

C(w

ere) fun and learning go hand in hand.59

-55

4.06-111

RN

NC

IW

hat does the Excavating Sites section tell you aboutarchaeology?

67-56

4.04-118

RN

NSI

Which of these objects is likely to survive longest?

76-58

4.07-111

RN

NAT

What is the purpose of the sub-headings in this article?

72-61

© G

L Assessment 2008

*Curriculum

Content C

ategories: SP = Spelling G = G

ramm

ar RN

= Reading - N

arrative RN

N = R

eading - Non N

arrative

**Process Categories: SP = Spelling P = Punctuation C

= Consistency SI = Sim

ple Inference R = R

etrieval AT = Authorial Techniques

GL A

ssessment 2008

14

Section C: Progress in English 11 - Score breakdow

nSam

ple SchoolSam

ple Group

School:G

roup:N

o. Students28

Num

ber of Marks

Category C

odeC

ategory Area

Group %

**Score Breakdow

n by Process Categories

National %

Difference

SpellingSP

1083

5726

PunctuationP

440

54-14

Consistency

C6

2053

-33 Sim

ple InferenceSI

751

66-15

Com

plex InferenceC

I5

4664

-18 R

etrievalR

576

688

Authorial TechniquesAT

351

75-24

Num

ber of Marks

Category C

odeC

ategory Area

Group %

*Score breakdown by C

urriculum C

ontent Categories

National %

Difference

SpellingSP

1083

5726

Gram

mar

G10

2853

-25 R

eading - Narrative

RN

1278

6513

Reading - N

on Narrative

RN

N8

2270

-48

© G

L Assessment 2008

15

Dear Parent or G

uardian,

Your child recently completed an assessm

ent to measure his or her progress in English, including reading.

As you know, reading is im

portant for all children as a means of fulfilling their potential at school, and as a

source of personal satisfaction. How

well a child understands w

hat he or she is reading can be measured in a

variety of ways. W

e use a measure called a Lexile™

, which places both the reader and reading m

aterials on acom

mon scale. Your child achieved a Lexile m

easure of 230L.

Lexile measures enable you to play an active role in im

proving your child’s reading attainment. O

ne of thereasons w

e use Lexile measures is because they help both the school and parents or guardians to select books

that are right for a child. The books will challenge his or her reading skills, but w

ill not be so difficult that thechild becom

es frustrated. The first step in getting a child to read enthusiastically is to find subjects they areinterested in. Please find on the back of this note a reading list specifically designed to suggest books indifferent subject areas that should be appropriate for your child’s reading level and interests.

Sample School

Rob R

eagan's Lexile Measure: 230L

We hope you find this list useful and are able to encourage your child to try one or tw

o of the books on the list.You can also search for additional titles by going to the Lexile w

ebsite at ww

w.im

provemyreading.co.uk and

clicking on Lexile Tools. Choose the Find a B

ook option and then enter your child’s Lexile measure and

subjects of interest when prom

pted and a new reading list w

ill appear straightaway on the screen. The w

ebsitealso includes useful inform

ation for parents and carers in the Lexile Measures &

You section.

Yours faithfully,

The Headteacher

Wednesday 03 June 2009

Sample School

PiE

Digital

automatically

creates letters to p

arents based

on letter tem

plates

similar to this one.

16

Suggested Reading List

Sample School

School:Student

Rob R

eaganC

lass/Group:

6X3D

ate of Report:

03 June 2009

Book TitleAuthor

Lexile Measure

Girl W

ho Wore Too M

uchM

argaret MacD

onald170L

Happy Thanksgiving, Biscuit! (Biscuit)

Alyssa Satin Capucilli

170L

Grow

, Tree, Grow

! (Hello R

eader!)Ellen D

reyer180L

Alphabet Riddles

Susan Joyce180L

PlaygroundsG

ail Gibbons

180L

Nappy H

air (Dragonfly Books)

Carolivia H

erron200L

Merry C

hristmas: Big H

ungry Bear!Audrey W

ood200L

The Field Mouse and the D

inosaur Nam

ed SueJan W

ahl200L

Wom

bat Goes W

alkaboutM

ichael Morpurgo

210L

The Perfect PetM

argie Palatini210L

The Biggest Horse I Ever D

id SeeSusan Arkin C

outure210L

Amanda Pig and the Aw

ful, Scary Monster (Easy-to-R

ead, Dial)

Jean Van Leeuwen

210L

Iktomi and the Berries: A Plains Indian Story (Iktom

i)G

oble, Paul220L

Who H

as Time for Little Bear?

Ursel Scheffler

220L

Head, Body, Legs: A Story from

LiberiaW

on-Ldy Paye, Margaret H

. Lippert220L

Little Bear Won'T G

o To Bed (Little Bear Collection)

Jutta Langreuter220L

Bear's Christm

as SurpriseElizabeth W

inthrop230L

Where D

o Balloons Go? An U

plifting Mystery

Jamie Lee C

urtis230L

Franklin's Trading Cards (Kids C

an Read: Franklin)

Sharon Jennings230L

No D

inner: The Story of the Old W

oman and the Pum

pkinJessica Souham

i230L

How

Do D

inosaurs Get W

ell Soon?Jane Yolen

230L

Benjamin M

cFadden and the Robot Babysitter

Timothy Bush

240L

If You Take a Mouse to the M

oviesLaura N

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240L

Dad and M

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240L

The Sick Day

Patricia Maclachlan

240L

Today I Feel Silly: And Other M

oods That Make M

y Day

Jamie Lee C

urtis250L

Color D

anceJonas, Ann

250L

I'm N

ot Your Friend! (Dinofours)

Steve Metzger

260L

One Lucky G

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K Publishing, Irene Trivas, George

260L

Drip! D

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Water G

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260L

Woo! The N

ot-So-Scary Ghost

Ana Martin Larranaga

270L

ww

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provemyreading.co.uk and 'Personalising reading w

ith Lexile measures' are trade m

arks of GL Assessm

ent Ltd.

MetaM

etrics™, the M

etaMetrics logo and tagline, Lexile™

, Lexile Framew

ork™, Lexile Analyzer™

, the Lexile logo, Quantile™

, Quantile Fram

ework™

and the Quantile logo are tradem

arks of MetaM

etrics, Inc., and are registered in the United States and abroad.

Please note that the Lexile measure of a book refers only to its text difficulty. As such, it is the ideal starting point in the book-selection process.

How

ever, it is important to rem

ember that m

any other factors affect the relationship between a reader and a book (e.g., parental view

s on what

constitutes age-appropriate material or the teacher's instructional aim

s). These should therefore also be considered when m

aking a decision aboutw

hich book to choose.

17

2727 28 Number of pupils

Progress in English ReportsSchool: Sample School Section:Class/Group:

A, B, CSample Group

Progress in EnglishYear On YearComparisons

Section A - Comparison of Group ScoresThe table shows the mean Standard Age Scores (SAS) for each of the two Progress in English tests and themean score difference between the tests for each group of pupils. A SAS comes from comparing a pupil'sraw score with the national standardisation sample, taking chronological age into account. This shows howeach pupil is performing compared to the national average for their age. The national average SAS is 100.Mean Lexile and Raw scores are also shown. Lexile measures enable teachers, parents and pupils toselect books that are targeted at a pupil’s individual ability. More details about Lexile measures are given athttp://www.improvemyreading.co.uk

The table below shows the number of pupils completing each test as well the number of pupils completingboth tests.

© GL Assessment 2008GL Assessment is part of the Granada Learning Group.

PiE 10 PiE 11 Completing both tests

SAS Score Distribution

5% 25% 50%75% 95%

70 80 90 100 110 120 13060 140

The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (blackhorizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usuallyvery wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results foryour group do not differ significantly from the national average. The chart also shows the score distributiondisplayed as a box and whisker plot for each group of pupils. The graphic below shows an example for agroup of pupils. Half the pupils have scores within the box range which in this example is between 90 and110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% havescores below 105 (vertical black line), 75% below 110 and 95% below 125.

18

Progress in English ReportsSchool: Sample School Section:Class/Group:

A, B, CSample Group

Progress in EnglishYear On YearComparisons

Section B - Progress Chart and Summary tableThe Progress chart displays the two SAS scores for each pupil as a dot in a scatter plot. There should beone dot for each pupil except for pupils that have the same values on both tests and the dots will overlap.The range of expected scores on the second test is indicated by the upper and lower dashed red lines.

Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above theupper red dashed line they have made significantly more progress than expected, where their score is belowthe lower red dashed line they have made significantly less progress than expected. 15% of pupilsnationally are above the upper red dashed line and a further 15% below the lower red dashed line.

© GL Assessment 2008GL Assessment is part of the Granada Learning Group.

Section C - Pupil Listing Ordered by SurnameThe listing includes pupil’s SAS scores on each test as well the difference in SAS scores. The progresscategory indicates if a pupil's progress based on the SAS score is in the ‘As Expected’, ‘Upper’ or ‘Lower’categories. Nationally, around 70% of pupils are expected to be in the ‘As Expected’ category’ , 15% ofpupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils thathave completed just one of the two tests and no progress categories are reported for these pupils. Thepupil’s Lexile measures based on each PiE test are also shown.

19

Numberof pupils

Comparison of Group Scores

School: Sample SchoolGroup: Sample Group Number of Pupils: 27

PIE Section A

Year on Year PiE

PiE 10 PiE 11 Difference PiE 10 PiE 11 PiE 10 PiE 11

Mean Standard Age Scores Mean Lexile Scores Mean Raw Scores

All Students

Gender

27Male 15 104.7 102.5 -2.3 682.7L 832.3L 21.2 22.1

Female 12 109.6 100.9 -8.7 739.2L 830.4L 22.6 21.2

106.9 101.8 -5.1 707.8L 831.5L 21.8 21.7

Ethnic GroupWhite 11 97.5 96.9 -0.6 609.1L 740.5L 16.7 17.3Asian 9 120.2 109.3 -10.9 815.6L 957.8L 28.4 27.6

Black British 7 104.4 99.7 -4.7 724.3L 812.1L 21.3 21.1

Free School MealsNo 23 111.4 105.7 -5.7 772.6L 911.3L 24.4 24.6

Yes 4 80.8 79.2 -1.5 335.0L 372.5L 6.8 5.0

Special EducationNone 24 110.5 105.1 -5.4 759.6L 896.5L 23.9 24.1

School Action 3 78.3 75.3 -3.0 293.3L 311.7L 5.3 2.7

Custom 1None 24 110.5 105.1 -5.4 759.6L 896.5L 23.9 24.1EAL 3 78.3 75.3 -3.0 293.3L 311.7L 5.3 2.7

Custom 2 Not known 27 106.9 101.8 -5.1 707.8L 831.5L 21.8 21.7

© GL Assessment 2008

GL Assessment is part of the Granada Learning Group.

Note: results in the table are based on pupils that have completed both tests.

20

Numberof pupils

Standard Age Score:Standard Age Score:

60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140

PiE 11PiE 10

130 130

Group Demographic Comparison Graphs


PIE Section A

Year on Year PiE

All Students

Gender

27

Male 15

Female 12

Ethnic GroupWhite 11

Asian 9

Black British 7

Free School MealsNo 23

Yes 4

Special EducationNone 24

School Action 3

Custom 1None 24

EAL 3

Custom 2 Not known 27



Note: results in the table are based on pupils that have completed both tests.

21


PIE Progress Chart Section B

Year on Year PiE

(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir score on the second test in the series.Each pupil's scores are plotted as a dot.There should be one dot for each pupil,except where two pupils have identicalscores on both tests and their dots willoverlap.

(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expect to be within this range.Where a pupil's score is above the upperred dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.

Notes:




PIE Progress Chart Section B

Year on Year PiE

(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir score on the second test in the series.Each pupil's scores are plotted as a dot.There should be one dot for each pupil,except where two pupils have identicalscores on both tests and their dots willoverlap.

(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expect to be within this range.Where a pupil's score is above the upperred dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.

Notes:



22

Summary Table


PIE Section B

Year on Year PiE

Difference

Mean Standard Age Score Standard Deviation

Mean Standard Age Score Standard Deviation

Difference Between Mean Scores

106.919.1

101.813.6

-5.1

PiE 10

PiE 11

27The above table is based on students completing both tests

Group National

%%Number ofpupils

ProgressCategory

Lower

As Expected

Upper

Total

5

21

1

27

19%

78%

4%

100%

15%

70%

15%

100%



23

Pupil Listing Ordered by SurnamePIE Section C

School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 28

Year On Year PiE

Forename Date of Birth SAS Score SAS ScoreDifference inSAS Scores

ProgressCategory

PiE 11PiE 10Surname Lexile Measure Lexile Measure

PiE 11PiE 10

Tom -911522/10/1999 106 As Expected Albright 770L 890L Mary -611416/10/1999 108 As Expected Aransiola 860L 975L Daniel -29306/10/1999 91 As Expected Browne 600L 695L Dominic 19814/10/1999 99 As Expected Browne 645L 775L Susan -2314125/10/1999 118 Lower Bush 1060L 1140L Tim -1011823/10/1999 108 As Expected Chung 815L 890L Neil -29302/10/1999 91 As Expected Dawes 600L 605L Adrian -510413/10/1999 99 As Expected Fowler 685L 815L Nathan -128115/10/1999 69 Lower Gill 400L 265L Maureen -1713727/10/1999 120 Lower Kennedy 970L 1155L Kareena -1112021/10/1999 109 As Expected Khan 860L 975L Sarah -17824/10/1999 77 As Expected Ling 240L 405L Richard -611819/10/1999 112 As Expected Mathews 815L 1020L Nita -29204/10/1999 90 As Expected Moss 600L 655L Jackie 169610/10/1999 112 Upper Murdie 645L 1020L Florence 010111/10/1999 101 As Expected Nash 725L 815L Rosaline -510408/10/1999 99 As Expected Nash 685L 850L Rob 47605/10/1999 80 As Expected Reagan 240L 265L Nancy -911817/10/1999 109 As Expected Roberts 970L 1020L Robert n/a26/10/1999 124 Robinson 1140L Sanjay -1714129/10/1999 124 Lower Rooprai 1060L 1155L Sandeep -2114128/10/1999 120 Lower Sharma 1040L 1155L Mandeep -611420/10/1999 108 As Expected Singh 770L 975L David 28803/10/1999 90 As Expected Smith 400L 655L Rita 38807/10/1999 91 As Expected Tucker 460L 555L Tim -812018/10/1999 112 As Expected Vincent 910L 1020L Nick 210109/10/1999 103 As Expected Watt 685L 890L Peter 69612/10/1999 102 As Expected Watt 600L 815L



24

Question AF2 AF3 AF4 AF5 AF6 AF7 Correct response Assessment Focus Description

Exercise 3

1 What was Gareth thinking about as he was searching? 1 archaeology AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.

2 Why did Gareth wonder if any old buildings would be 1 He was interested in AF3 / L3: straightforward inference based on a single point of reference in theuncovered by the rain and floods? old things. text, e.g. he was upset because it says ‘he was crying’.

3 Why did Gareth not seem to be every bit the sheep 1 because he was thinking AF3 / L3: straightforward inference based on a single point of reference in thefarmer’s son? about archaeology text, e.g. he was upset because it says ‘he was crying’.

4 Which two things did Gareth use to scrape away 1 hands and rock AF2 / L3: simple most obvious points identified though there may also be somethe earth? misunderstanding, e.g. about information from different places in the text.

5 he gave a good shove at the last big chunk which was 1 to increase the tension AF5 / L5: various features of writer’s use of language identified, with somein the way … and fell headlong into a small cave on top explanation, e.g. ‘when it gets to the climax they speak in short sentences andof the ewe. Why does the author use three dots (…) in quickly which makes it more tense’.the middle of this sentence?

6 Why did Gareth look anxiously at the cave-opening? 1 He was worried he AF3 / L3: straightforward inference based on a single point of reference in themight not be able to text, e.g. he was upset because it says ‘he was crying’.get out.

7 What did Gareth think had made dents in the cave walls? 1 a pick AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.

8 In the cave, why did Gareth forget about the rain 1 because he realised the AF3 / L3: straightforward inference based on a single point of reference in theand floods? cave was very old text, e.g. he was upset because it says ‘he was crying’.

9 Where did Gareth find the coins? 1 in a pot AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.

10 Why did Gareth push the lamb through the gap? 1 to attract his dad’s AF3 / L3: straightforward inference based on a single point of reference in theattention text, e.g. he was upset because it says ‘he was crying’.

11 What type of story is Gareth’s Discovery? 1 adventure AF7 / L4: features common to different texts or versions of the same textidentified, with simple comment, e.g. characters, settings, presentationalfeatures.

12 Which of these would be best as a different title for 1 Flood Find AF3 / L4: comments make inferences based on evidence from different pointsGareth’s Discovery? in the text, e.g. interpreting a character’s motive from their actions at different

point.

Exercise 4

1 What was invented about 5000 years ago? 1 writing AF2 / L3: simple most obvious points identified though there may also be somemisunderstanding, e.g. about information from different places in the text.

2 Why are archaeologists like other social scientists? 1 how cultures develop AF3 / L3: straightforward inference based on a single point of reference in theThey are interested in ... text, e.g. he was upset because it says ‘he was crying’.

3 Which type of archaeological evidence do you think a 1 ecofact AF3 / L3: straightforward inference based on a single point of reference in thehuman bone would provide? text, e.g. he was upset because it says ‘he was crying’.

Progress in English 11Short Form – Reading Comprehension (Exercise 3 & 4)

Continued....

GLP309.artwork:Layout 1 25/8/09 15:57 Page 4

25

Question AF2 AF3 AF4 AF5 AF6 AF7 Correct response Assessment Focus Description

Exercise 4 ... continued

4 Which of these objects is likely to survive the longest? 1 glass AF3 / L3: straightforward inference based on a single point of reference in thetext, e.g. he was upset because it says ‘he was crying’.

5 Why are ecofacts likely to survive longer in desert sites? 1 because there is less AF3 / L3: straightforward inference based on a single point of reference in themoisture in the soil text, e.g. he was upset because it says ‘he was crying’.

6 What does the Excavating Sites section tell you about 1 the stages of gathering AF3 / L4: comments make inferences based on evidence from different pointsarchaeology? evidence in the text, e.g. interpreting a character’s motive from their actions at different

point.

7 What is the purpose of the sub-headings in this article? 1 They tell you what each AF4 / L4: some basic features of organisation at text level identified, e.g. ‘thesection will be about. writer uses bullet points for the main reasons.’

8 Which section of the text tells you why some objects 1 Types of Evidence AF3 / L3: straightforward inference based on a single point of reference in theare more likely to survive? text, e.g. he was upset because it says ‘he was crying’.

Progress in English 11 ... continuedShort Form – Reading Comprehension (Exercise 3 & 4)

Progress in English 11Short Form – Spelling and Punctuation (Exercise 1 & 2)

target word AF8 level

Exercise 1

1 excited 5

2 aeroplane 4

3 beautiful 3

4 entirely 4

5 impressed 4

6 height 5

7 although 4

8 photographs 4

9 magnificent 5

10 experience 5

correct response AF6 level

Exercise 2

1 comma after Museum 4

2 question mark after today 3

3 aim 3

4 comma after touching 2

5 which 3

6 regularly 3

7 will 3

8 assistants 3

9 using 3

10 where 3


26

case study

Online testing enhances pupil progresschecking in Leicestershire

The Government is encouraging schools to focus on abalanced combination of end of Key Stage assessmentand more regular, teacher-based methods of checkingtheir pupils’ achievement in key curriculum subjects toraise attainment.

This ethos is central to the way pupils’ progress ismonitored at Christchurch and St Peters C of E PrimarySchool. Headteacher, Sandy Gourlay, has been using thedigital versions of GL Assessment’s Progress in English(PIE) and Progress in Maths (PIM) tests to assist teachers intracking their pupils’ progress in these crucial subjects asthey move through the school.

Christchurch and St Peters is located in the village ofMountsorrel in Leicestershire. Attended by 360 five to 11-year-olds, the school is committed to creating a happy andstimulating environment in which its pupils can fulfil theiracademic potential.The leadership team works hard toensure every child is provided with teaching and learningthat meets their individual needs when they join the school.Using PIE and PIM Digital to inform discussions on pupils’progress in English and maths plays an important role inhelping them to achieve this goal.

Sandy Gourlay says: “The online tests enable us to get aclear picture of our pupils’ strengths and weaknesses inEnglish and maths as they learn, without putting them underthe pressure of a traditional paper test.The ability to assess

pupils’ progress easily at the start of each year allows us tobe more effective in the way we allocate teaching resourcesand helps us to intervene early to address any concerns wehave with the achievement of individuals or groups ofpupils.”

Previously, the paper-based versions of PIE and PIM werebeing used at the school to test pupils’ understanding ofEnglish and maths.The decision to switch to online testinghas made it simpler for teachers to monitor pupils’ progressyear-on-year fromYears 1 to 6 and helped ensure the schoolcan tailor teaching and learning to get the best out of everychild.

The digital versions of PIE and PIM are simple to administerand schools are provided with a wealth of information onpupils’ comprehension of English and maths within minutesof their completion of the assessments.The tests enableschools to view pupils’ standard age scores and comparethe achievement of individuals or groups of children withnational levels of attainment. Detailed analysis of pupils’answers allows school leaders to clearly see if girls are outperforming boys in literacy, for example, or whether aparticular group of children are struggling with a specificarea of the maths curriculum.

The ability to scrutinise pupils’ scores quickly proved to beincredibly helpful to Christchurch and St Peters when resultsof the PIE test revealed that a significant number of childrenhad not reached the standard of achievement expected fortheir age at the start ofYear 4.The leadership team was ableto use this information to target additional learning supportwhere it was needed so that gaps in pupils’ knowledge ofthe subject could be addressed to boost attainment.

“Looking closely at pupils’ results year-on-year allows us tolet teachers know if individuals or groups of pupils who willbe joining their class from the previous year group are likelyto need help with areas of the English and mathscurriculum.This means that we can be one step ahead in

ensuring lessons are personalised to meet the needs ofevery child.”

“The reports we get from the online tests are excellent.They provide us with valuable data, such as group nationalscores and detailed information on how our pupils haveanswered the individual questions.This is data teachers canuse to shape their lessons and it also helps us todemonstrate the value added to pupils’ learning whilst theyare at the school,” says Sandy.

Christchurch and St Peters keeps a record of PIE and PIMresults for pupils from across the school and this informationplays an important part in the process of preparing for anOfsted inspection. Results are shared with Ofstedinspectors and they also help the school to carry out aneffective self-evaluation of its teaching and learning provisionthroughout the academic year.

“We have good teachers who teach well and the tests helpto confirm what they already know about their pupils’ ability.By examining the PIE and PIM online test scores inconjunction with national assessment results, we canensure there are no surprises in teachers’ understanding ofwhat pupils are capable of achieving.This helps ensure theycan provide every child with the best possible learningsupport throughout the essential primary years.”

April 2009

“The reports we get from the online testsare excellent. They provide us with valuabledata that teachers can use to shape their

lessons and it also helps us to demonstratethe value added to pupils’ learning whilst

they are at the school.”

“Looking closely at pupils’ results year-on-year allows us to let teachers know if

individuals or groups of pupils who will bejoining their class from the previous year

group are likely to need help with areas ofthe English and maths curriculum.”


27

How online tests are used to monitor progressat Handcross Park School

case study

Handcross Park Independent Prep School inWestSussex has a deserved reputation for providing highstandards of childcare for 2 – 13 year olds.The schoolprides itself on achieving excellence in all areas andassessment is a key aspect of informing teaching andlearning across the whole school.

In the Autumn term of 2007, Handcross Park decided toadopt a suite of online reasoning, literacy and numeracyassessments from GL Assessment in order to provide anefficient method of assessing pupils and collating results.Neil Cheesman, Deputy HeadTeacher, noticed thedifference immediately.

“We instantly saw a huge reduction in the time it took toanalyse results. Online assessment provides results withinminutes and saves a great deal of time previously taken upby marking written assessments.”

However, not only was the school new to digitalassessment; it was also using GL Assessment’s tests forthe first time. “Our previous tests didn’t cater for pupils thatwere out-of-range and we wanted a means of assessingpupils of all abilities. Another problem was that the data wasin an unfriendly format and we had to spend hours goingthrough the reports and making them easily accessible forstaff.”

Handcross Park chose to adopt the digital version ofGL Assessment’s Cognitive AbilitiesTest (CAT) to assesspupils’ reasoning abilities. CAT measures the three principalareas of reasoning – verbal, non-verbal and quantitative – andis the most widely used test of reasoning abilities in the UK.

To measure specific strengths and needs in English, theschool selected the Suffolk Reading Scale (SRS) andProgress in English (PIE). For Maths, they adopted Progressin Maths (PIM), a standardised series of tests designed toprovide rich diagnostic information about pupils’mathematical abilities.

Used together, Handcross Park found that the test dataprovided a useful, objective means of assessing pupilsprogress which supported ongoing classroom assessment.

Introducing online assessmentWhen the school introduced GL Assessment’s onlinetesting platform,Testwise, Neil Cheesman found little needfor staff training. “Having established that all we neededwas a reliable internet connection, we required virtually notraining with the new assessments. We are reasonablycomputer literate and just had to log in and start.”

“The support in setting-up the online system has been veryefficient, together with the ongoing support, which has beensuperb.The results have always been available withinminutes of the assessments being completed,” he says.

“The electronic assessments are forYears 3 – 8 and while itcan be a busy time for me in organising the process, wesave so much staff time as we are not wasting valuablehours marking papers.”

Instant reportingOnce a test has been completed by a pupil, test scores anddetailed diagnostic reports are delivered instantly, enablingteachers at Handcross Park to evaluate pupils’ needsimmediately.

At the beginning of the academic year, Handcross Park usesthe PIE, PIM and SRS tests to provide a comparison ofStandardised Age Scores within the class, year group andnationally.

“We use these to inform target setting, teaching andlearning for the year ahead.Teachers particularly like theoption of producing a question-by-question analysis as itallows them to review individual and group progress, andthen embark on specific target setting,” Neil explains.

A ‘Value AddedTracking Chart’ is also used to view year-on-year progress of individual pupils, classes and year groups.

The school finds this very useful in monitoring the progressof individual pupils, together with displaying an overallpicture of the year group’s ability levels in Maths andEnglish.This is also used as a comparison across classeswithin year groups to evaluate teaching at the school.

In the summer term, the school uses CAT data to informteaching and learning based on comparisons within eachclass and year group. It is also used to obtain a usefulguideline for Key Stages 2–3 and GCSE predictors, and toascertain a comparison of boys and girls. For example, thedata can enable teachers to see if girls are out performingboys in numeracy, or whether a particular group of childrenare struggling with a specific area in English.

“All of these tests arm our teachers with knowledge aboutour pupils’ levels of understanding across the curriculum,enabling them to take into account specific areas of learningduring lessons”, Neil explains.

“We can tailor lessons accordingly and take into accountspecific areas of learning during lessons, so that each pupilwill gain the maximum benefit.The whole process isworking extremely well and the online element ensures thatour time is given to supporting pupils rather than given tounnecessary paperwork.”

March 2009

“We immediately noticed a huge differencein the time it took to analyse results –online assessment provides results withinminutes and saves a great deal of timeinvolved in marking written assessments.”


GLA158

GL Assessment, Chiswick Centre, 414 Chiswick High Road, London, W4 5TF Phone: 0845 602 1937 Fax: +44 (0) 20 8742 8767 www.gl-assessment.co.uk

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