Educational Assessments

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Educational Assessments

IMG_6413.jpgYoung Education Services currently uses the following materials for assessment:

•    GL Assessment (NFER) Non-Verbal Reasoning 5-14 Series
•    GL Assessment (NFER) Verbal Reasoning 5-14 Series
•    GL Assessment (NFER) Progress in English 5-14 Series
•    GL Assessment (NFER) Progress in Maths 5-14 Series
•    Sandwell Early Numeracy Test – Revised
•    York Assessment of Reading for Comprehension – Passage Reading
•    York Assessment of Reading for Comprehension – Early Reading
•    York Assessment of Reading for Comprehension – Passage Reading Secondary
•    Neale Analysis of Reading Ability Forms 1 & 2
•    Bangor Dyslexia Test
•    GL Assessment Dyslexia Screener
•    GL Assessment Dyslexia Portfolio
•    GL Assessment Dyscalculia Screener

GL Assessment (NFER) Non-Verbal Reasoning 5-14 Series

Non – Verbal Reasoning is a test of the ability to recognize similarities, analogies and patterns in unfamiliar designs. These reasoning processes are widely accepted as being fundamental to understanding and assimilating new information and ideas. They enable pupils to make sense of new information and relate it to what they already know. Such processes are used whenever and wherever pupils learn, for example recognizing similarities between words when learning to read and spell, identifying number patterns or even seeing an analogy between instructions for building a model and recipes for baking. As a consequence, scores on this test will give an indication of how easily pupils will acquire new concepts and master new material in a wide range of school subjects, based on their current levels of functioning. Using designs rather than words allows reasoning processes to be assessed independently of language skills.

GL Assessment (NFER) Verbal Reasoning 5-14 Series

Verbal Reasoning tests yield useful information about a pupil’s ability. They assess a pupil’s ability to understand and assimilate new and possibly unfamiliar information. This is very important, as it will influence profoundly a pupil’s future intellectual development. A verbal reasoning test can indicate the likely ease with which a pupil will be able to acquire new concepts and understand new ideas across a range of school subjects.

GL Assessment (NFER) Progress in English 5-14 Series

This test covers the spelling, grammar and reading comprehension of both narrative and non-narrative text.

GL Assessment (NFER) Progress in Maths 5-14 Series

This test has been designed primarily to provide an assessment of overall mathematics attainment. The test contained questions selected to assess as broad a curriculum as possible. As well as questions which sampled a range of topics such as numbers, measures, shape and pictorial representation, there were questions which required demonstrations of the ability to operate at different levels involving varying concepts and skills.

Sandwell Early Numeracy Test – Revised

The Sandwell Early Numeracy Test- Revised (SENT-R) assesses children’s ability with numbers. It explores five strands of basic number skills: identification of numbers; oral counting; value/computation; object counting and language.

The test covers attainments from National Curriculum Level P6 to Level 2A. It is appropriate for children from four to eight years of age. It can also be used with older children whose performance in numeracy is well below average for their age group.

York Assessment of Reading for Comprehension – Passage Reading and York Assessment of Reading for Comprehension – Early Reading

The York Assessment of Reading for Comprehension: Early Reading and Passage Reading Primary (YARC Primary) enables teachers, SENCOs and learning support teachers to assess their pupils reading from the foundations of phonics to continuous prose reading achieved at the end of primary. It is ideal for following up at an individual level after group testing and, although the two tests take only about 20 minutes, a remarkable amount of invaluable diagnostic information can be gathered, covering a wide range of reading skills.
YARC Primary can also be used for assessing for Access Arrangements at Key Stage 2, providing two key measures for this purpose – reading accuracy and reading rate. The fully standardised assessment is split into two tests; early reading and passage reading, which can be purchased individually or as part of the Complete Set.

York Assessment of Reading for Comprehension – Passage Reading Secondary

The York Assessment of Reading for Comprehension (YARC) Passage Reading Secondary comprises a series of prose passages – both fiction and non-fiction – that enables the assessment of a student’s reading comprehension and fluency in a systematic way across the secondary school years.


Neale Analysis of Reading Ability – Forms 1 and 2
The Neale Analysis of Reading Ability (NARA) measures the accuracy, comprehension and rate of reading in pupils from the age of 6 to 12 years. It provides a comprehensive gauge of a pupil’s interest in reading.
The individually administered assessment consists of parallel forms for testing and extension passages for use with more able or older pupils. Two alternate standardised tests enable the monitoring of a pupil’s performance without them becoming too familiar with the passages, in addition to one diagnostic test.

Bangor Dyslexia Test
This test was developed by Prof T R Miles from research conducted in the Bangor Dyslexia Unit (1973, University of Wales). The BDT is most suitable as part of a wider assessment, and provides a screening for dyslexic type difficulties, rather than a definitive diagnosis. Dyslexia positive indicators are identified through 10 sub-tests:-

1.    Laterality (Left/right body parts)
2.    Repeating polysyllabic words
3.    Subtraction (mental arithmetic)
4.    Tables
5.    Months forwards
6.    Months reversed
7.    Digits forwards
8.    Digits reversed
9.    b-d confusion
10.    Familial incidence
Generally speaking, a student who scores at least 2-3 positive indicators will exhibit a discrepancy between performance and ability that is unexpected.

GL Assessment Dyslexia Screener
The digital version of GL Assessment’s well established Dyslexia Screener is an innovative online assessment that identifies dyslexic tendencies in pupils aged 5–16+ years and recommends intervention strategies to help them achieve their potential. Originally in CD-ROM format, the online version offers teachers a range of instant scoring, analysis and reporting features including a useful individual report that is specifically designed for communication with parents.

The 30 minute test is an ideal 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.

The Dyslexia Screener Digital has been standardised, so you can be assured that results presented are accurate and reliable, whilst instant scoring and reporting saves hours of marking time. Results are easy to interpret and information on a pupil’s strengths and weaknesses are detailed across each test. Standard Age Scores are provided and you will benefit from recommendations made as to the next steps in either further assessment or intervention. The assessment comprises six tests covering three areas, with two assessments for each: Ability, Attainment and Diagnostic.

GL Assessment Dyslexia Portfolio
The Dyslexia Portfolio is an ideal follow-up assessment to the Dyslexia Screener Digital for those pupils who may have been screened as having dyslexic tendencies, or whose performance in literacy is causing concern.
The individual diagnostic assessment provides a profile of strengths and weaknesses that can be translated directly into an individual teaching plan, enabling specialist teachers to devise and implement a relevant and sensitive, multi-sensory intervention programme.
Comprising nine sub-tests, the Dyslexia Portfolio takes just 40 minutes to administer and the one-to one test format allows observation of each pupil during the test session. The mix of tasks in these tests will help identify areas of difficulty in word level literacy, phonics and processing.
The nine sub-tests are as follows (some of which can be used for Access Arrangements):
•    Single Word Reading
•    Single Word Spelling
•    Reading Speed
•    Phoneme Deletion
•    Non-Word Reading
•    Naming Speed
•    Writing
•    Recall of Digits Forward
•    Recall of Digits Backwards.

GL Assessment Dyscalculia Screener
The digital version of GL Assessment's well established Dyscalculia Screener is an innovative online assessment that identifies dyscalculic tendencies in pupils aged 6–14+ years and recommends intervention strategies to help them achieve their potential.

Originally in CD-ROM format, of which is still available, the online version offers teachers a range of instant scoring, analysis and reporting features including a useful individual report that is specifically designed for communication with parents.

The 30 minute test is an ideal 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. The screener provides a true measure of a pupil's facility with numbers through evaluating their ability to understand number size, simple addition and simple multiplication. Adaptive testing ensures that individuals enter the test at an appropriate level and are taken out of the test if questions become too difficult.

The Dyscalculia Screener Digital has been standardised, so you can be assured that results presented are accurate and reliable, whilst instant scoring and reporting saves hours of marking time. Results are easy to interpret and information on a pupil's strengths and weaknesses are detailed across each test. Standard Age Scores are provided and you will benefit from recommendations made as to the next steps in either further assessment or intervention.