• Reliable assessment of skills and knowledge mathematics (mathematical (curriculum) content and 4 process categories):
  • Are students on track in relation to their peers nationally?
  • Are there any gaps in learning?
  • Have (some) students mastered more advanced content and are performing above average?
• Rigorous data on maths attainment and progress* to inform
  • the planning and development of teaching and learning strategies 
  • support and interventions or extension work
  • target setting
• Provides reliable standard age scores
  • Benchmark against peers in age group
  • Baseline for maths learning and teaching
  • Profiles for groups and individuals: strengths and weaknesses
  • Progress year-on-year*
• Fulfilling reporting needs on maths attainment and progress*

*Information on progress is available when previous test level has been administered.

• Tests are available for both primary and secondary years: levels 5-14
• The Progress Test in Maths series consists of 11 tests: 10 tests covering the age range 5 to 14+ years (Progress Test in Maths 5 to 14), plus an additional test for pupils aged between 11 and 12 years, which can be used as a transition test on entry to secondary education (Progress Test in Maths 11T)

• In the digital test, the test instructions are given over audio at the beginning of the test
• For levels 8-14 there is a separate Mental Maths section delivered via audio
• All students will need headphones to complete the online assessment

• Customers using paper tests should download the audio file from GL Assessment website. We recommend that you always use the audio rather than read out the questions yourself. This ensures a reliable administration
• For digital users, the audio is included in the test.

• The tests have been standardised on a UK sample of over 34,000 students.
• For full details of the trialling and standardisation process, please refer to the PTM technical information sheet.

The ‘At a Glance Guide’ for use with paper tests includes the script for the Mental Maths section. This can be used to accommodate children with special educational needs.

The Portfolio tests may be used with or without a general ability score.  However, the model for identifying dyslexia depends on comparing ability with attainment and processing skills so without the inclusion of the general ability score you will not be able to make such an identification. The secondary use of the Portfolio is the assessment of more general literacy-learning difficulties and for this a general ability score is not necessary. An Ipsative report will be produced looking at an individual’s relative strengths and weaknesses and thereby highlighting the areas where remediation is most urgent.

Yes, as long as the test was administered within the last year it can be included.

See FAQ1 above. If you have a general ability score you can add this in by going to ‘Previous Report’ clicking on the edit icon next to the report and adding the standard score and name of the assessment before creating the report again.

To obtain a full report – graphical and narrative – all tests must be administered. A partial report will be the outcome of part-testing.

The Portfolio has been constructed to give maximum information from a time-efficient test session. During the research phase sessions on average took 40 minutes. However, if for particular reasons this time is inappropriate for some pupils the session may be split. It is recommended that no longer than two weeks elapse between the two sessions.

Fifty days.

The reports are secure – only the person with the log-in and password for the individual computer on which they are stored can access them – however, it is recommended that they are saved to a different, secure location for additional security.

Yes. There is an edit facility under 'Previous Reports' and by clicking on this the teacher is able to correct any errors and re-run the report which will be saved separately.

A parent/carer -friendly report can be generated through the Report Generator Tool.