Progress Test in Maths (PTM) is a standardised assessment of students’ mathematical skills and knowledge. PTM assesses two dimensions of maths learning:
The tests are designed for use year-on-year to support teachers in benchmarking student’s maths knowledge, and measuring their progress over time. This can help identify areas of the curriculum where there may be gaps in understanding and support targeted teaching and learning.
We’ve been using Progress Test in Maths for the last two years. In our first year … we used them at the start of the year, and then the end of the year, so that they could not only give us an instant snapshot of attainment, but they could also show us progress during that year. Thereafter we use PTM at the end of each academic year, from Year 3 right up to Year 9.Matthew Savage, Bromsgrove International School, Thailand
PTM provides robust and reliable data on students’ attainment in maths.
The data generated includes a Standard Age Score (SAS), which allows you to benchmark the student’s performance against other students of the same age; analysis by curriculum content category, enabling you to drill down into specific areas where there may be gaps in understanding; and a description of progress (above average, average or below average) that allows you to measure the progress of an individual, group or cohort over time.
The tests help senior leaders, heads of year, teachers, Maths Co-ordinators and SENCOs to:
A cluster report is also available for school groups using the Progress Tests series – providing all the scores for each school in a single report.
You can also use the CAT4 Combination Report to assess a student’s potential against their current attainment, supporting the identification of barriers to learning.
For secondary schools, the transition test (Level 11T) enables you to benchmark current student performance on entry in Year 7 – and monitor any subsequent progress against it. Even if students have already been tested at the end of Year 6, it enables you to re-assess them on entry to secondary with new content – taking account of the ‘Summer Dip’ effect.