A selection of reports published by GL Assessment and studies in which our assessments are referenced.
International Benchmarking with CAT4 and the Progress Test Series
GL Education | May 2017
The Cognitive Abilities Test (CAT4) and Progress Test Series for English, maths and science are standardised against the UK school population. In 2016 we carried out a benchmarking exercise comparing the scores achieved in over 200,000 tests by international students against the original standardisations. The report compares the distribution of scores for the different datasets and looks at how variations in scores for CAT4 relate to scores achieved in the Progress Test Series.
International schools face a unique set of challenges when it comes to assessment. Not only do they operate in incredibly diverse educational and cultural contexts but they also cater to large numbers of children for whom English is not their first language. As much traditional assessment relies on verbal skills, this can be complex. This report seeks to answer how much of a problem it is for international schools that have sizeable numbers of EAL students, and includes contributions from schools around the world who use assessment to help these students fulfil their potential.
Hooked on labels not on need
GL Assessment | February 2017
A survey we conducted with YouGov has found that a large majority of teachers (57 per cent) think there is a misdiagnosis of SEN in children, which means that those with genuine problems miss out. Barely a quarter of teachers (26 per cent) say misdiagnosis isn’t an issue. Our ‘Hooked on labels not on need’ report provides an analysis of the survey findings, as well as contributions from experts in the field about the measures teachers and schools can adopt to identify objectively those children who need help and give them the appropriate support.
Smart Data For New Schools
GL Assessment | October 2016
This survey looks at findings of teachers attitudes to data use, in schools. This survey includes expert opinions from Greg Watson (Chief Executive of GL Assessment), Mike Crowhurst (Director of Education, New Schools Network) and Sue Thompson (GL's Senior Publisher), as well as a number of case study examples surrounding data and The Digital Solution.
Pupil Attitudes to Self and School Report 2016
GL Assessment | September 2016
Governments across the world are increasingly recognising the importance of attitudes in learning. Researchers have long known that attitudinal factors play a big part in educational success. The child who isn’t engaged or happy at school, for whatever reason, is unlikely to perform to the best of his or her abilities. The OECD has found, for instance, that there is a strong correlation between confidence and attainment in maths. This report seeks to play a part in shifting the balance in education away from an obsession with grades to an appreciation of just how important student attitudes to themselves and their schools are.
Smart data paper
GL Assessment | April 2016
This paper focuses on a survey of teacher attitudes of data in schools, expert opinion from Greg Watson (Chief Executive of GL Assessment) and Daisy Christodoulou (Research and Development Manager, ARK Schools) and collection of best practice examples from schools in the UK and around the world.
Evaluation of the Pupil Deprivation Grant (PDG)
Welsh Government | October 2014
The Welsh Government’s evaluation of the PDG incorporates three main elements: a survey of 201 schools completed in spring 2014; in-depth case studies among 22 schools, of which 12 are complete at the time of reporting; and in-depth analysis of pupil attainment and absence data from the National Pupil Database. The report references both the Cognitive Abilities Test (CAT) and the Pupil Attitudes to Self and School (PASS) attitudinal survey.
Spatial ability: A handbook for teachers
Tandi Clausen-May and Pauline Smith | October 1998
This handbook offers teachers a straightforward introduction to some of the research which helps to explain the different ways in which our pupils think and learn. This is followed by a collection of classroom activities and ideas, for pupils of different ages and in different subject areas, which are designed to recognise and develop their spatial thinking.
Life after levels: Report from GL Assessment’s panel debate at the ASCL annual conference 2014
GL Assessment | June 2014
At the ASCL Annual Conference 2014, we hosted a panel debate on assessment in the new National Curriculum. Our guests were ASCL specialists, Ofsted, headteachers and Andrew Thraves, our director of education. This report highlights the main topics discussed during the debate and highlights ten key points schools should consider as they create a new assessment framework.
Priority Review: Effective pupil tracking
Published by: Welsh Government | July 2013
The Welsh Government’s report on effective pupil tracking is designed to disseminate good practice and promote high quality and consistently effective tracking systems throughout Wales. GL Assessment’s Cognitive Abilities Test (CAT) and Pupil Attitudes to Self and School (PASS) are referenced in section 1 (‘Content of tracking systems and frequency and consistency of data recording’) and section 5 (‘Tracking well-being’) respectively.
A short guide to standardised tests
Published by GL Assessment Ltd | April 2013
A large number of schools across the UK choose to use standardised tests to augment their internal assessment regime. Standardised tests are used alongside teacher assessment and internally set, curriculum linked tests, as well as data from national tests such as the English and maths SATs in England.
Getting to Know Your Parents: briefing paper
Published by the National Governors' Association and Kirkland Rowell Surveys | September 2012
This is the third briefing note in the NGA’s Knowing your School series, produced in partnership with Kirkland Rowell Surveys. The first two briefing notes focused on RAISE online and can be viewed on the NGA website, www.nga.org.uk.
Early Intervention: the Next Steps
An independent report to Her Majesty’s Government by Graham Allen MP | January 2011
Early Intervention is an approach which offers our country a real opportunity to make lasting improvements in the lives of our children, to forestall many persistent social problems and end their transmission from one generation to the next, and to make long-term savings in public spending.
Independent Review of Key Stage 2 testing, assessment and accountability
By Lord Bew | June 2011
The system of testing, assessment and accountability at the end of Key Stage 2 has a profound impact on primary school education. It is crucial for pupils, parents, teachers, head teachers and the nation as a whole that the system works effectively and is fair for all involved.