Sample Reports

BAS3 Results Summary Early Years

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BAS3 Results Summary Sample Report School Age

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BAS3 Parent Report School Age

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BAS3 Psychologist Sample Report School Age

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BAS3 Scoring and Reporting

Scoring and analysing the British Ability Scales: Third Edition (BAS3) can be a time consuming and complex task, however, with the introduction of our new BAS3 online Scoring and Reporting Service (SRS), the conversion of BAS3 scores is made quicker, easier and less prone to errors, with the added benefit of  automatic reporting. All BAS3 customers, whether as an individual or as part of their group service, will receive FREE access to the new online Scoring and Reporting Service on purchase of the complete set.

The new service is a major element of BAS3, as it replaces the normative tables that could be previously found in the British Ability Scales: Second Edition (BAS II) manuals. For those customers whom still have a need or preference to complete scoring by hand, all the tables needed for scoring BAS3 are provided in the SRS in downloadable format. These can be printed off or saved onto a computer.

The Scoring and Reporting Service is split into two levels:

Level 1
The first level is available to all users free of charge. Following simple data entry, this level allows users to generate an instantaneous Results Summary, which shows a child’s scores on all the scales administered. This level also allows access to the norm tables for any users who prefer to hand score their results.

Level 2
The second level is available to users who have paid an annual licence fee. For this fee, users can generate unlimited quantities of two types of additional report – a Parent Report and a Psychologist Report. More reports may become available in the future. The licence fees for access to these reports are featured in the listing to the right.

The online Scoring and Reporting Service generates a variety of reports, listed below.

The reports at a glance

  • Results Summary – a precise and clear report showing basic scores and comparisons
  • Parent Report – an easy-to-understand report written specifically to help parents understand the overall testing process and the resulting scores
  • Psychologist Report – a more technical and detailed report, including interpretative and comparative analyses for use with more complex cases.

Why use the BAS3 Scoring and Reporting Service?

The benefits of using the NEW online BAS3 Scoring and Reporting Service include:

  • Scores are calculated quickly and accurately, reducing the amount of errors known to be made when scoring by hand
  • The instant generation of a variety of comprehensive reports (outlined above), enabling analysis to be carried out immediatly and intervention strategies put in place
  • Reports can be customised for individual and local needs through free text entries, allowing users to include their own interpretations and comments
  • Any necessary updates to the system can be made quickly and efficiently by GL Assessment with minimum disruption to the user.

Data

If you want to use the BAS3 Scoring and Reporting Service (SRS) to upload test answers for online scoring and you are concerned about data protection issues, when you obtain parental consent for administering the test, you can also gain consent for uploading and scoring in SRS, should you feel this necessary. To put parents’ minds at rest, you can also make it clear that GL Assessment will only have access to anonymised data. We will post some suggested wording on our FAQs that may help with obtaining parental consents.

GL Assessment only has access to anonymised data because all that is input into SRS is a child’s raw score data. There is nothing that GL Assessment can do to identify the child personally. All score data will be stored in SRS by GL Assessment against a numerical identifier, an ID number, but only the Educational Psychologist who carries out the test will know which ID number relates to which child (and which set of results). GL Assessment never has the information to make this link, nor does it ever want access to it.

How to Register

Once a BAS3 Complete Set has been purchased, both you and your organisation will need to register as a user of the SRS. You can do this by:

  • Completing the BAS3 Scoring and Reporting Service Registration Form included within your BAS3 Complete Set and returning this by post to: CUSTOMER REGISTRATIONS, GL ASSESSMENT, FREEPOST LONDON 16517, SWINDON, SN2 8BR.
  • Completing an electronic version of the BAS3 Scoring Registration Form. This can be requested by email from
    bas3reg@gl-assessment.co.uk. Please return to the same email address.

The BAS3 Scoring and Reporting Service Registration Form asks you to complete the following details:

  • Organisation name, address and account number (if known).
  • The name, position, email address and telephone number of the principal psychologist within the organisation. This ensures we have a main contact for the account.
  • The name, position, email address and telephone number of all the qualified psychologists within the organisation who need access to the BAS3 SRS.

Please remember to:

  • Print all information clearly and in capital letters (if filling the form out by hand).
  • Wait until you have the details for all your psychologists before sending the form. It is easier for us to create user accounts once we have all the information to hand. 

Once we have received your BAS3 Scoring and Reporting Service Registration Form, we can create an account for your organisation and add users to this account. Your login is your email address and you will be sent an email (entitled 'Testwise Report Generator Tools - Password request') containing a randomly generated and unique password. This will allow you to access the SRS. Should you not receive your login password by email, please check your spam folders in case they have been sent there.

Note: Only qualified psychologists who are registered with GL Assessment as a qualified test user will be allowed access to the SRS.

FAQs

Online Scoring and Reporting

Will the child’s name be uploaded on to the website?

No. All data will be held anonymously so that individual children cannot be identified. To generate a report, an ID number will be used in the form of simple numerical codes that cannot be linked to particular users or services. Only the psychologists who test a child will have access to the linkage between the names of children and the IDs used in the stored dataset and the onus will be on psychologists to keep their own records of the names of children and their associated identification numbers.

This information will not be stored on the GL Assessment online system. The reports will have a space onto which psychologists can write the name and address once it is printed or stored in their own systems.

Will child data be held permanently on the website? If so, for how long?

Yes, data regarding the child’s scores will be held indefinitely on the website. This will allow users to go back and mine information about a child’s previous scores and compare it to current scores.

 

What will GL Assessment do with the data psychologists input?

Data collected via the website will be essential for providing further normative information for specific groups using BAS3, particularly children with special needs. This data will be made available to users to help inform their work with niche groups of children, thus making BAS3 an even better overall assessment.

The data will also provide a means of further analysing and checking the properties of the scales. The data may also be used to plan and inform future versions of BAS3, and other closely-related products.

Is the data held by GL Assessment subject to the Data Protection Act?

No. All data will be held anonymously so that individual children cannot be identified. This is relevant because it means that none of the data held by GL Assessment will be covered by the Data Protection Act 1998 (the DPA). In other words, it doesn’t qualify as “personal data” as defined in the DPA. The DPA only applies to “personal data”, ie. data that identifies a living individual. None of the data held by GL Assessment includes the child’s name and there is no way that GL Assessment can tie the data it holds to a particular child.

A child’s data will be stored by GL Assessment against a numerical identifier, an ID number, but only the psychologist who carries out the test will know which ID number relates to which child. GL Assessment never has the information to make this link, nor does it want access to it. The onus will therefore be on psychologists to keep their own records of the names of children and their associated identification numbers. ID numbers will be simple numerical codes that cannot be linked to particular users or services, other than by the psychologist.

Can GL Assessment provide us with a statement about data confidentiality?

GL Assessment regards data security as an extremely important issue and heavy security measures are in place for the scoring and reporting service. Data security statements are available within the SRS and these can be shared with parents and within local authorities / schools. GL Assessment complies with the ISO/IEC 27001 international standard regarding data security.

 

What is the cost implication of the online scoring?

The basic scoring service will be available free of charge. This will provide the same level of scoring information as is provided by the summary page on the current BAS2 record booklet (i.e. raw scores, T-scores, ability scores, composite scores).

A small charge will be made for the additional value-added narrative reports, such as the Psychologist Report and the Parent Report. These reports will be highly editable, allowing free text to be added.

How do you manage the access to the online reports if you use BAS as part of a team of Psychologists?

New users have to ring GL Assessment Customer Services to be added – the telephone number is 0845 602 1937. Psychologists within a psychology team can access each others’ reports as the reports belong to an organisation, not to a user.

 

Is there a fee or restriction in numbers for how many Psychologists can access the online scoring?

The organisation (either a group of psychologists or an individual psychologist) has to register with GL Assessment by calling Customer Services on 0845 602 1937. If the organisation is a group of psychologists, then each individual currently has to be added by GL Assessment, too, so that we can safeguard and ensure that all users are qualified psychologists.

 

Will the data from the first test conducted with an individual child be overwritten by a second subsequent test?

The software allows users to add more test data from a different testing date. The first set of data is retained.

 

Will the software give feedback scale by scale as opposed to when the entire test has been completed?

Psychologists can decide to assess a child using an individual scale, a combination of a few scales or the full set of scales. Individual scale results are provided in all reports.

 

Do I need to inform parents that information regarding their child’s scores is being held by GL Assessment?

No. Users of the service are under no obligation to advise parents that information about their child’s scores is being held and used by GL Assessment. This is because the data being held is not ‘personal data’ and as such, is not relevant to the Data Protection Act.

 

Scales

Has digits forward / digits backward been shown to actually assess working / auditory memory?

It is generally accepted that digits backward provides a good measure of auditory working memory, at least in children. See, for example, Sue Gathercole’s Presidential Address in the May 2008 edition of The Psychologist, where she said:

‘Many standardised ability test batteries include two measures of working memory: forward and backward digit span. Of the two, backward digit span provides the more sensitive assessment of general working memory capacity. This is due to its requirement not only to store the digits but also to mentally reverse their sequence, which imposes substantial burden on the attentional component of working memory.’

We would welcome any individual research to assess this matter further.

Which scales will make up the SNV composite?

The SNV composite in BAS3 is made up of the GCA minus the two verbal scales. Dependent on the age of the child, these verbal scales are Naming Vocabulary & Verbal Comprehension for the Early Years; and Word Definitions & Verbal Similarities for School Age.

 

Please can you provide us with more information about changes to Word Definitions and Verbal Similarities, for instance, ‘error’.

In BAS3, no changes have been made to the items within Word Definitions but the scale has been restandardised and certain scoring criteria (i.e. the acceptable responses) has been amended to reflect more current usage of words.

In Verbal Similarities, the ‘Draughts / Hopscotch / Football’ item has been updated to ‘Draughts / Football / Table Tennis’. Concerns from users regarding the sequencing of middle items have also been addressed and certain scoring criteria (i.e. acceptable responses) amended.

 

‘Number Skills’ appear to be maths reasoning rather than number skills (3 + 2 = 5). Does the final version include more numbers skills items?

The Number Skills scale was revised to make it more relevant to the type of maths that children currently now encounter. Illustrations were also added to provide context. The scale is now a mixture of maths reasoning and number skills. The earlier items contain context for the youngest children, while the later items contain more abstract number skills for older children.

Special Education Needs

Please can you provide us with more information on EAL and HI norms?

No normative information is available for children with EAL or HI. The focus of BAS3 is to provide a solid, reliable and up-to-date test normed on a general population. However, we hope to encourage the collection of specific data for such groups after publication via the online scoring service.

Please note specific groups were not excluded from the standardisation if they were being taught in mainstream classrooms.

Will the colour changes make some of the tasks more cognitively complex for some children, i.e. pupils with visual impairments?

Colour was added to the Picture Similarities scale to make it more engaging, realistic and easier for children to relate to. We regarded it as more beneficial to improve the scale for the larger majority of children without visual impairment, than for the smaller majority of those with a visual impairment. Users therefore need to make a clinical judgement about the use of this scale if they think a particular child cannot cope with the pictures.

 

What measures have been taken to make the materials accessible to children with disabilities?

BAS3 takes the same measures as BAS II in response to children with disabilities.

Nearly all responses require either pointing or one-word replies; very few require physical manipulation. BAS3 also contains relatively few timed tests, which obviously helps children with disabilities complete the tasks within their own time. The Verbal Comprehension inset tray is now also significantly bigger than previously, which makes it easier to manipulate for children with disabilities.

In addition, the new Recognition of Designs scale eliminates the drawing elements previously needed to generate a GCA.

Miscellaneous

How is BAS co-normed with YARC?

While all children took the core scales, 50% of the children above 5 years of age completed the YARC, and the rest completed the BAS3 Achievement Scales. More details can be found in the Technical Manual.

 

Will teachers be able to use BAS3?

No. GL Assessment will only sell BAS3 to registered test users who are qualified psychologists. Sales are made on the understanding that only qualified individuals will use the instrument.

The only exception will be original form of Word Reading, now called Word Reading B, which will continue to be available to significant research projects. This may involve teachers and others with suitable training administering it under the supervision of qualified users.

How long should be left between repeat assessments?

There is no straightforward answer to this question, as it depends upon the age and ability of the child, together with the scales being used and the context of testing. However, if asked, we normally recommend a period of six months as a safe minimum, although it may be possible to obtain valid measures of change over shorter periods, say three months, provided that the psychologist is cautious in identifying significant changes, e.g. employs 95% confidence intervals.

 

Have you considered standardising for males and females separately?

No. We feel it is far more appropriate and beneficial to compare children against joint normative data, rather than having separate norms. This is also more in keeping with current thinking about equality.

 

What is the current relationship between BAS and DAS?

DAS2 is an amalgamation of all the development and research generated by previous versions of BAS and DAS1. Likewise, BAS3 is a development of DAS2 and BAS2 and has incorporated some small elements of DAS2 which we believe make it a better test for the UK and international market. For instance, the new lower level of Matrices comes from DAS2 and the GCA structure also follows that of DAS2. Further information can be found in the manuals.

 

Can psychologists scan the BAS3 Record Booklets once completed in order to store the data electronically?

Any request to scan and electronically store completed Record Booklets must be approved in writing by the publisher (please send all requests to bas3@gl-assessment.co.uk). Only completed Record Booklets can be stored electronically; it is a breach of copyright to reproduce, duplicate or store any non-completed Record Booklets. Furthermore, it is the responsibility of the individual psychologist / psychology service to store all completed Record Booklets securely (electronically or otherwise) and in conformation with their organisation’s data protection policies

 

New Reynell Developmental Language Scales

Identify speech and language delays and impairments in very young children

British Picture Vocabulary Scale

BPVS3 is a one-to-one test that assesses a child’s receptive vocabulary

The Cornwall Learning Skills for Life Programme

Help pupils achieve the social, emotional, communication and cognitive skills

Emotional Literacy

Identify the status of pupils’ emotional literacy and provides follow-up activities for intervention where necessary