Progress in Maths (PiM) Digital

www.gl-assessment.co.uk/pimdigital
Progress in Maths (PiM) Digital
sample reports
Includes
new enhanced
reporting
1

Contents
SAMPLE REPORTS
PAGE
Progress in Maths 11 Group Report – Explanation of the Progress in Maths report 3
Progress in Maths 11 Group Report - Pupil Listing ordered by Standard Age Score 4
Progress in Maths 11 Group Report - Group and National Comparison - Mean Score table 5
Progress in Maths 11 Group Report - Group and National Comparison - Mean Standard Age Score graph 6
Progress in Maths 11 Group Report - Group and National Comparison - Standard Age Score distribution 7
Progress in Maths 11 Group Report - Analysis by Process and Curriculum Content categories graph 8
Progress in Maths 11 Group Report - Question by Question graph 9
Progress in Maths 11 Group Report - Question by Question listing - ordered by National Percent correct 10
Progress in Maths 11 Group Report - Question by Question listing - ordered by Group-National difference 11
Progress in Maths Year On Year Comparisons - Analysis by Process and Curriculum Content categories table 12
Progress in Maths Year On Year Comparisons - Explanation of Progress in Maths Year On Year Comparisons report 13
Progress in Maths Year On Year Comparisons - Comparison of Group Scores - Mean score table 15
Progress in Maths Year On Year Comparisons - Comparison of Group Scores - Mean Standard Age Score graph 16
Progress in Maths Year On Year Comparisons - Progress Chart 17
Progress in Maths Year On Year Comparisons - Summary Table 18
Progress in Maths Year On Year Comparisons - Pupil Listing ordered by Surname 19
APP Mapping Grid 20
APP Mapping Grid 21
Case Study - Online testing in Leicestershire 22
Case Study - Online testing at Handcross Park Independent Prep School 23
NEW
NEW
NEW
NEW
NEW
NEW
NEW
NEW
NEW
Progress in Maths
(PiM) Digital
Progress in Maths 6-14 is an onscreen
version of our premier suite of Maths
assessments. Designed to provide you
with the rich diagnostic information
about the pupils’ mathematical
abilities, it helps address any identified
areas of concern and builds upon
what pupils already know in order to
increase their understanding. Progress
in Maths covers all the current UK
National Curricula content.
Note: Pupil listings can be sorted by
Surname or by First name or by merit
order based on Standard Age Scores.
New Enhanced Reports
Our digital products now come with
additional enhanced reporting as
standard. These provide more powerful
and flexible insights into test results and
include reports such as:
• Group Demographic Comparisons
• Year on Year achievement
Reports are available by class, year
group, schools, cluster of schools or by
authority.
Speak to your area consultant for more
details.
2

Progress in Maths Reports
School: Class/Group:
Sample School Sample Group Section:
No. of students:
A, B, C
28
Section A - Student listing
Progress in
Maths 11
This report lists the results for each student from the selected group of students who took the test. Scores
for each student are shown including Standard Age Score (SAS), Stanine, National Percentile Rank, Group
Rank, Raw Score and estimated National Curriculum Maths Levels for England, Wales and Northern
Ireland. Some of the levels are split into three categories (C,B and A) with A denoting the highest category
within a level. This section also shows student performance in the content categories of Number, Shape,
Space and Measures, Data Handling and Algebra.
Section B - Comparison of Group and National Scores
The table shows the mean scores and the standard deviations for Standard Age Scores and raw scores forr
each group of students. The first chart in this section show the average SAS scores for your groups with
80% confidence bands indicated by the horizontal lines. If the horizontal line on the mean Standard Age
Score score chart overlaps the National "100" (average) line, the results for your group do not differ
significantly from the National average.
The first bar bar chart shows the percentage of of students that fall within certain ranges of scores. The charts allow
you to compare the score distribution of your group with the National distributions. The second bar chart
shows the percentage success rates for each of the process areas for the class/group against the National
average. In some cases, the profile for the class may be above the National average, or below the National
average, in all process areas. In other cases, the results may reveal strengths in one particular process
area, but a relative weakness in another.
Section C - Question by question analysis
The graphs and tables in this section provide details about the success rates the class/group has with each
question. The questions your class/group find most difficult and which were relatively easy can be identified.
Copyright © 2008 GL Assessment Limited
ment is part GL of Assessment, the Granada Learning is part of Group. the Granada Learning Group.
3

Section A: Progress in Maths 11 - Student Listing
School: Sample School
Group: Sample Group
No. Students 28
Name of Student
Student Results sorted by Standard Age Score
Age at test at Standard test
Age Score (90% Confidence Bands)
Stanine Percentile
(yrs:mnths)
Rank
Group
Rank*
Raw
Score
Maths
Level**
Sect
Percentage Standard
Correct - Curriculum Content
Categories***
N S D A
Daniel Browne 10:06 9:06 9:06
138 138 9 99 1 50 5a+ 100 100 100 100
Sandeep Sharma 10:06 9:06 9:06
138 138 9 99 1 49 5a+ 100 100 92 100
Mandeep Singh 10:06 9:06 9:06
138 138 9 99 1 49 5a+ 100 100 92 100
Robert Robinson 10:06 9:06 9:06
126 126 8 96 4 46 5a+ 95 87 92 100
Nita Moss 10:07 9:07 9:07
126 126 8 96 4 46 5a+ 95 87 92 100
Maureen Kennedy 10:06 9:06 9:06
126 126 8 96 4 46 5a+ 95 87 92 100
Susan Bush 10:06 9:06 9:06
126 126 8 96 4 46 5a+ 95 87 92 100
Sanjay Rooprai 10:06 9:06 9:06
123 123 8 94 8 45 5b 91 87 92 100
Kareena Khan 10:06 9:06 9:06
113 113 7 80 9 40 5c 77 87 92 33
Tom Albright 10:06 9:06 9:06
108 108 6 70 10 35 4a 68 73 83 33
Mary Aransiola 10:06 9:06 9:06
103 103 5 58 11 29 4b 59 60 58 33
Adrian Fowler 10:07 9:07 9:07
94 94 4 34 12 23 3a 50 53 33 33
Peter Watt 10:07 9:07 9:07
94 94 4 34 12 23 3a 50 53 33 33
Florence Nash 10:07 9:07 9:07
93 93 4 32 14 22 3a 50 47 33 33
Richard Mathews 10:06 9:06 9:06
93 93 4 32 14 22 3a 50 47 33 33
Dominic Browne 10:07 9:07 9:07
93 93 4 32 14 22 3a 50 47 33 33
Jackie Murdie 10:07 9:07 9:07
93 93 4 32 14 22 3a 50 47 33 33
Nick Watt 10:07 9:07 9:07
93 93 4 32 14 22 3a 50 47 33 33
Rosaline Nash 10:07 9:07 9:07
93 93 4 32 14 22 3a 50 47 33 33
Nancy Roberts 10:06 9:06 9:06
91 91 4 28 20 20 3a 45 40 33 33
Tim Vincent 10:06 9:06 9:06
86 86 3 18 21 16 3b 45 33 8 33
Rita Tucker 10:06 9:06 9:06
83 83 3 13 22 15 3b 45 27 8 33
Neil Dawes 10:07 9:07 9:07
80 80 2 9 23 11 3c 27 27 8 33
Nathan Gill 10:07 9:07 9:07
77 77 2 6 24 9 3c 27 13 8 33
David Smith 10:07 9:07 9:07
76 76 2 6 25 8 2- 23 13 8 33
Tim Chung 10:06 9:06 9:06
71 71 1 3 26 5 2- 9 7 8 33
Rob Reagan 10:07 9:07 9:07
71 71 1 3 26 5 2- 9 7 8 33
Sarah Ling 10:06 9:06 9:06
69 69 1 2 28 2 2- 9 0 0 0
rd *Group Age Rank based on Standard Score Age **Maths level is an estimate **Maths of the current National Curriculum Maths level (England, Wales is and Nothern Ireland). estimate of the curre
ies: ***Curriculum N Content Categories: = Number = S = Shape, Space and Measures S D = = Data Handling Shape, A = Algebra Space and Measures D =
4

Section B: Progress in Maths 11 - Group and National Comparison
School: Sample School Group: Sample Group
No. Students 28
Males
Females
All Students
Comparison of Group and National Mean Standard Age Scores
Number of Students
Standard Age Scores
16
12
28
Mean Score Standard Deviation
98.6
103.2
100.5
22.0
22.3
21.8
Mean Score
25.3
28.8
26.8
Raw Scores
Standard
Deviation
15.4
16.2
15.6
Ethnic Group Number of Students
Asian
Black British
White
Comparison of Ethnic Group Scores
Standard Age Scores
Mean Score Standard Deviation
Mean Score
Raw Scores
Standard
Deviation
9 108.8 26.2
32.6 18.5
7 91.1 8.0
20.3 6.3
12 99.8 22.9
26.3 16.4
Free/Reduced Lunch Number of Students
No
Yes
Comparison of Free School Meals category score
Standard Age Scores
Mean Score Standard Deviation
Mean Score
Raw Scores
Standard
Deviation
24 104.8 20.6
30.0 14.4
4 75.0 6.3
7.8 5.6
Special Education Number of Students
None
School Action
Comparison of Special Educational Needs category score
Standard Age Scores
Mean Score Standard Deviation
Mean Score
Raw Scores
Standard
Deviation
25 103.9 20.6
29.4 14.4
3 72.3 4.2
5.3 3.5
Custom Number of Students
EAL
None
Comparison of Custom 1 category score
Standard Age Scores
Mean Score Standard Deviation
Mean Score
Raw Scores
Standard
Deviation
3 72.3 4.2
5.3 3.5
25 103.9 20.6
29.4 14.4
Custom Number of Students
Not known
Comparison of Custom 2 category score
Standard Age Scores
Mean Score Standard Deviation
Mean Score
Raw Scores
Standard
Deviation
28 100.5 21.8
26.8 15.6
© GL Assessment 2008
5

Section B: Progress in Maths 11 - Group and National Comparison
School: Sample School Group: Sample Group
No. Students 28
© GL Assessment 2008
6

Section B: Progress in Maths 11 - Group and National Comparison
School: Sample School
Group: Sample Group
No. Students 28
126
Stanine
1
2
3
4
5
6
7
8
9
Male
13%
13%
6%
38%
0%
6%
0%
13%
13%
Female
8%
8%
8%
25%
8%
0%
8%
25%
8%
All Students
11%
11%
7%
32%
4%
4%
4%
18%
11%
National
4%
7%
12%
17%
20%
17%
12%
7%
4%
© GL Assessment 2008
Page 5
03-Jun-2009
7

Section B: Progress in Maths 11 - Analysis by Process Area
School: Sample School Group: Sample Group
No. Students 28
© GL Assessment 2008
8

Section C: Progress in Maths 11 - Question by Question Graph
School: Sample School
Group: Sample Group
No. Students 28
Note A = calculator allowable, B = calculator not allowable
© GL Assessment 2008
Page 7
03-Jun-2009
9

Section C: Progress in Maths 11 - Question by Question Listing
School: Sample School Group: Sample Group
No. Students 28
Questions sorted by National Percentage Correct
Question
Number
Category* Category** Question Content Group
National
Group -
National
Difference
A4 96
D UC Pie Chart - bags of nuts 95 1
A2 96
S FP Drag and drop the mirror image of an L shaped tile 95 1
B1 71
D R Match pupil to bar chart for number of cars in car park 94 -23
B4 S FP Draw a square on the graph, one line drawn already 68 92 -24
B5 S FP Complete the co-ordinates of parallelogram 46 90 -44
B3 68
N RP What temperature is 9 degrees warmer? 89 -21
A9 S UC Robot turn - 30 degrees 82 85 -3
B14 S UC Click on the shape with the same area as a given shape 36 84 -48
A3 A UC Use the rule to complete the missing rows of the table 96 82 14
B2 S FP What temperature does the thermometer show? 71 81 -10
Van can carry 192 boxes. How many vans are needed for
A5 N RP
89
62400?
Continue the sequence where the numbers are going up in
steps of 0.1
Use the graph to estimate how much the puppy weighed at
2 1/2 weeks
B15 N RP
36
B7 D RP
39
80 9
79 -43
77 -38
B16 D RP How many more games did the Stars win over Rovers? 36 75 -39
B8 N UC Click on the value of 3 in 637.082 39 75 -36
B26 S FP Fill in the areas of 3 small rectangles 11 71 -60
A1i N RP Fill in the gaps ?-168=45. 100 70 30
B6 D UC Plot 500 grams on the graph for 1 week old puppy 39 69 -30
B18 32
S FP What is the greatest speed? 68 -36
B9 39
D RP Data on recycling - which towns have no paper bank? 68 -29
B19 S R Click on the net that will fold up to make a cube 32 66 -34
B17 D RP Which two teams had the same number of draws? 32 66 -34
Complete the missing rows of the table for the total money
A6 N RP
89
raised
66 23
A1ii N RP Fill in the gaps ?/168=45 100 64 36
B21i N R Use 15x20=300 to answer 15x21= 29 63 -34
What is Sam's number if he divides it by 100 to get the
B28 N RP
11
answer 6.2?
61 -50
A8 86
N RP 1 bus=49 people. How many buses for 379 people? 61 25
1 part orange, 5 parts water. 50 millilitres of orange to how
A7 N/S RP
89
much water?
61 28
B23 A RP Write an expression for the area of a pattern 29 59 -30
B11 S FP Copy the diagram exactly 39 58 -19
Match each pair of rectangles whose shaded parts make
B20 N R
32
one whole rectangle
55 -23
B24 A RP Write an expression for the area of another pattern 29 54 -25
B21ii N R Use 15x20=300 to answer 15x19= 29 54 -25
B13 36
N/S RP How many kilograms does the suitcase weigh? 53 -17
B10 N UC Click to make 80% blue 39 51 -12
B22 N RP 5000 tickets on a full roll. 3279 sold so how many left 29 49 -20
A13 N R ? divided by 22=2.18181818 79 47 32
B12 D R Pie Chart - sandwiches sold 36 46 -10
To multiply by 4, double then double again - show rule to
B25 N R
25
multiply by 8
45 -20
A11 79
N UC Click on the shapes that are 1/3 yellow 41 38
*Curriculum Content Categories: N = Number S = Shape, Space and Measures D = Data Handling A = Algebra
**Process Categories: FP = Knowing Facts and Procedures UC = Using Concepts RP = Solving Routine Problems R = Reasoning
© GL Assessment 2008
10

Section C: Progress in Maths 11 - Questions Listing by Group-National Difference
School: Sample School Group: Sample Group
No. Students 28
Questions sorted by Group - National Percentage Difference
Question
Number
Category* Category** Question Content Group
National
Group -
National
Difference
A14 S RP Volume of cuboid 75 22 53
A10 S UC Robot turn - 150 degrees 82 29 53
A15 71
D FP Which type of fruit had the greatest mean weight per fruit? 27 44
12 pens in a pack, 48 packs in a box, 96 boxes. How
A12 N RP
79
many pens?
36 43
A11 N UC Click on the shapes that are 1/3 yellow 79 41 38
A1ii N RP Fill in the gaps ?/168=45 100 64 36
A13 N R ? divided by 22=2.18181818 79 47 32
A1i N RP Fill in the gaps ?-168=45. 100 70 30
1 part orange, 5 parts water. 50 millilitres of orange to how
A7 N/S RP
89
much water?
61 28
A8 86
N RP 1 bus=49 people. How many buses for 379 people? 61 25
Complete the missing rows of the table for the total money
A6 N RP
89
raised
66 23
A3 96
A UC Use the rule to complete the missing rows of the table 82 14
Van can carry 192 boxes. How many vans are needed for
A5 N RP
89
62400?
80 9
A2 96
S FP Drag and drop the mirror image of an L shaped tile 95 1
A4 96
D UC Pie Chart - bags of nuts 95 1
A9 S UC Robot turn - 30 degrees 82 85 -3
B2 S FP What temperature does the thermometer show? 71 81 -10
B12 D R Pie Chart - sandwiches sold 36 46 -10
B10 N UC Click to make 80% blue 39 51 -12
B13 36
N/S RP How many kilograms does the suitcase weigh? 53 -17
B11 39
S FP Copy the diagram exactly 58 -19
To multiply by 4, double then double again - show rule to
B25 N R
25
multiply by 8
45 -20
B22 N RP 5000 tickets on a full roll. 3279 sold so how many left 29 49 -20
B3 N RP What temperature is 9 degrees warmer? 68 89 -21
Match each pair of rectangles whose shaded parts make
B20 N R
32
one whole rectangle
55 -23
B1 D R Match pupil to bar chart for number of cars in car park 71 94 -23
B29 D R Complete the chart so that the mean of all bars is 5 units 4 27 -23
B4 S FP Draw a square on the graph, one line drawn already 68 92 -24
B24 A RP Write an expression for the area of another pattern 29 54 -25
B21ii 29
N R Use 15x20=300 to answer 15x19= 54 -25
Drag & drop two straight lines to make rectangles of 18, 6
B27 S RP
11
and 6 cm²
40 -29
B9 D RP Data on recycling - which towns have no paper bank? 39 68 -29
B6 D UC Plot 500 grams on the graph for 1 week old puppy 39 69 -30
B23 A RP Write an expression for the area of a pattern 29 59 -30
B19 S R Click on the net that will fold up to make a cube 32 66 -34
B17 D RP Which two teams had the same number of draws? 32 66 -34
B21i N R Use 15x20=300 to answer 15x21= 29 63 -34
B18 32
S FP What is the greatest speed? 68 -36
B8 N UC Click on the value of 3 in 637.082 39 75 -36
B7 D RP Use the graph to estimate how much the puppy weighed at 39 77 -38
*Curriculum Content Categories: N = Number S = Shape, Space and Measures D = Data Handling A = Algebra
**Process Categories: FP = Knowing Facts and Procedures UC = Using Concepts RP = Solving Routine Problems R = Reasoning
© GL Assessment 2008
11

Section C: Progress in Maths 11 - Score breakdown
School: Sample School Group: Sample Group
No. Students 28
**Score Breakdown by Process Categories
Category Area Category Code Number of Marks Group % National % Difference
Knowing Facts and Procedures FP 8 55 73 -18
Using Concepts UC 10 67 65 2
Solving Routine Problems RP 20 55 62 -7
Reasoning R 12 40 58 -18
*Score breakdown by Curriculum Content Categories
Category Area Category Code Number of Marks Group % National % Difference
Number N 22 58 59 -1
Shape, Space and Measures S 15 54 66 -12
Data Handling D 12 48 65 -17
Algebra A 3 51 65 -14
© GL Assessment 2008
12

Progress in Maths Reports
School: Sample School Section:
Class/Group: Sample Group
A, B, C
Section A - Comparison of Group Scores
Progress in Maths
Year On Year
Comparisons
The table shows the mean Standard Age Scores (SAS) for each of the two Progress in Maths tests and the
mean score difference between the tests for each group of pupils. A SAS comes from comparing a pupil's
raw score with the national standardisation sample, taking chronological age into account. This shows how
each pupil is performing compared to the national average for their age. The national average SAS is 100.
The table below shows the number of pupils completing each test as well the number of pupils completing
both tests.
Number of pupils
PiM 11 PiM 10 Completing both tests
28 28
28
The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (black
horizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usually
very wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results for
your group do not differ significantly from the national average. The chart also shows the score distribution
displayed as a box and whisker plot for each group of pupils. The graphic below shows an example for a
group of pupils. Half the pupils have scores within the box range which in this example is between 90 and
110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% have
scores below 105 (vertical black line), 75% below 110 and 95% below 125.
SAS Score Distribution
60 70 80 90 100 110 120 130 140
5% 25% 50%75% 95%
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
13

Progress in Maths Reports
School: Sample School Section:
Class/Group: Sample Group
A, B, C
Section B - Progress Chart and Summary table
The Progress chart displays the two SAS scores for each pupil as a dot in a scatter plot. There should be
one dot for each pupil except for pupils that have the same values on both tests and the dots will overlap.
The range of expected scores on the second test are indicated by the upper and lower dashed red lines.
Progress in Maths
Year On Year
Comparisons
Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above the
upper red dashed line they have made significantly more progress than expected, where their score is below
the lower red dashed line they have made significantly less progress than expected. 15% of pupils
nationally are above the upper red dashed line and a further 15% below the lower red dashed line.
Section C - Pupil Listing Ordered by Surname
The listing includes pupil’s SAS scores on each test as well the difference in SAS scores. The progress
category indicates if a pupil progress based on the SAS score is in the ‘As Expected’, ‘Upper’ or ‘Lower’
categories. Nationally, around 70% of pupils are expected to be in the ‘As Expected’ category’ , 15% of
pupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils that
have completed just one of the two tests and no progress categories are reported for these pupils.
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
14

PIM
Comparison of Group Scores
Section A
School: Sample School
Year on Year PiM
Group: Sample Group Number of Pupils: 28
Number
of pupils
Mean Standard Age Scores
Mean Raw Scores
PiM 10 PiM 11 Difference PiM 10 PiM 11
All Students 28
103.3 100.5 -2.8 24.2 26.8
Gender
Male 16 104.1 98.6 -5.5 24.9 25.2
Female 12 102.3 103.2 0.8 23.4 28.8
White 12 95.3 99.8 4.5 18.3 26.2
Ethnic Group
Asian 9 115.6 108.8 -6.8 32.8 32.6
Black British 7 101.3 91.1 -10.1 23.4 20.3
Free School Meals
No 24 108.0 104.8 -3.2 27.6 30.0
Yes 4 75.2 75.0 -0.2 4.2 7.8
Special Education
None 25 107.0 103.9 -3.1 26.9 29.4
School Action 3 72.7 72.3 -0.3 2.3 5.3
Custom 1
None 25 107.0 103.9 -3.1 26.9 29.4
EAL 3 72.7 72.3 -0.3 2.3 5.3
Custom 2 Not known 28 103.3 100.5 -2.8 24.2 26.8
Note: results in the table are based on pupils that have completed both tests.
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
15

PIM
Group Demographic Comparison Graphs
Section A
School: Sample School
Year on Year PiM
Group: Sample Group Number of Pupils: 28
Number
of pupils
Standard Age Score: PiM 10
Standard Age Score: PiM 11
60 70 80 90 100 110 120 130 140 60 70 80 90 100 110 120 130 140
All Students
28
Gender
Male 16
Female 12
White 12
Ethnic Group
Asian 9
Black British 7
Free School Meals
Special Education
Custom 1
No 24
Yes 4
None 25
School Action 3
None 25
EAL 3
Custom 2 Not known 28
Note: results in the table are based on pupils that have completed both tests.
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
16

PIM
Progress Chart Section B
School: Sample School
Year on Year PiM
Group: Sample Group Number of Pupils: 28
Notes:
(1) The x-axis gives a pupil's score on the
first test in the series and the y-axis gives
their score on the second test in the series.
Each pupil's scores are plotted as a dot.
There should be one dot for each pupil,
except where two pupils have identical
scores on both tests and their dots will
overlap.
(2) Pupils are not expected to achieve
exactly the same score on both occasions.
The range of expected scores on the
second test is indicated by the upper and
lower dashed lines. Nationally, around 70%
of pupils are expect to be within this range.
Where a pupil's score is above the upper
red dashed line they have made
significantly more progress than expected,
where their score is below the lower red
dashed line they have made significantly
less progress than expected. 15% of pupils
nationally are above the upper red dashed
line and a further 15% below the lower red
dashed line.
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
17

PIM
School: Sample School
Summary Table
Section B
Year on Year PiM
Group: Sample Group Number of Pupils: 28
PiM 10
Group
National
Mean Standard Age Score
Standard Deviation
103.3
18.9
Progress
Category
Number of
pupils
%
%
PiM 11
Lower
6
21%
15%
Mean Standard Age Score
100.5
As Expected
18
64%
70%
Standard Deviation
Difference
Difference Between Mean Scores
21.8
-2.8
Upper
Total
4
28
14%
100%
15%
100%
The above table is based on 28 students completing both tests
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
18

PIM
Pupil Listing Ordered by Surname
Section C
School: Sample School
Year On Year PiM
Group: Sample Group Number of Pupils taking at least one test: 28
Forename
Surname
Date of Birth
UK PiM 10
SAS Score
UK PiM 11
SAS Score
Difference in SAS
Scores
Progress Category
Tom Albright
22/10/1999 114
108 -6
As Expected
Mary Aransiola
16/10/1999 114
103 -11
As Expected
Daniel Browne
06/10/1999 90
138 48
Upper
Dominic Browne
14/10/1999 94
93 -1
As Expected
Susan Bush
25/10/1999 124
126 2
As Expected
Tim Chung
23/10/1999 114
71 -43
Lower
Neil Dawes
02/10/1999 83
80 -3
As Expected
Adrian Fowler
13/10/1999 103
94 -9
As Expected
Nathan Gill
15/10/1999 69
77 8
As Expected
Maureen Kennedy
27/10/1999 120
126 6
Upper
Kareena Khan
21/10/1999 108
113 5
As Expected
Sarah Ling
24/10/1999 80
69 -11
Lower
Richard Mathews
19/10/1999 114
93 -21
Lower
Nita Moss
04/10/1999 82
126 44
Upper
Jackie Murdie
10/10/1999 101
93 -8
As Expected
Florence Nash
11/10/1999 94
93 -1
As Expected
Rosaline Nash
08/10/1999 102
93 -9
As Expected
Rob Reagan
05/10/1999 69
71 2
As Expected
Nancy Roberts
17/10/1999 114
91 -23
Lower
Robert Robinson
26/10/1999 131
126 -5
As Expected
Sanjay Rooprai
29/10/1999 138
123 -15
As Expected
Sandeep Sharma
28/10/1999 138
138 0
As Expected
Mandeep Singh
20/10/1999 114
138 24
Upper
David Smith
03/10/1999 83
76 -7
Lower
Rita Tucker
07/10/1999 83
83 0
As Expected
Tim Vincent
18/10/1999 114
86 -28
Lower
Nick Watt
09/10/1999 102
93 -9
As Expected
Peter Watt
12/10/1999 101
94 -7
As Expected
© GL Assessment 2008
GL Assessment is part of the Granada Learning Group.
19

Progress in Maths 11 Digital
PIM 11 Digital mapping to APP Levels 3 to 6
Blue: very similiar to written question (n) Red: unique to digital test only
Question A N C U S H Level Assessment Focuses
1a (1a) 1 3 solve whole number problems
1b (1b) 1 4 recognise … relationships
2 (2) 1 3 reflect shapes, presented on a grid, in a vertical or horizontal mirror line
3 (3a) 1 4 begin to use simple formulae expressed in words
4 1 3 extract and interpret information presented in simple tables
5 (4) 1 4 solve whole number problems including those involving multiplication or division that may give rise to remainders
(Lev 3, extrapolated up to level 4)
6 (6) 1 3 solve whole number problems
7 (7) 1 5 solve simple problems involving ratio and direct proportion
8 (8) 1 5 solve problems with or without a calculator (Lev 4, extrapolated up to level 5)
9 1 4 begin to rotate a simple shape or object about its centre
10 1 5 use language associated with angle
11 (9) 2 4 recognise approximate proportions of a whole and use simple fractions and percentages to describe these
12 (10) 1 5 solve word problems and investigations from a range of contexts
13 (11) 1 5 recognise and use number … relationships
14 1 5 calculate volumes … of cuboids (Lev 6, extrapolated down to level 5)
15 (12) 1 5 understand and use the mean of discrete data
PART B
1 (13) 2 3 extract and interpret information presented in … bar charts
2 (14a) 1 3 use a wider range of measures including … standard metric units … in a range of contexts
3 (14b) 1 4 solve simple problems involving ordering, adding, subtracting negative numbers in context
4 (15a) 1 3 classify … 2-D shapes in various ways using mathematical properties
5 1 4 use and interpret coordinates in the first quadrant
6 (16b) 1 4 construct … simple line graphs
7 (16a) 1 4 interpret … simple line graphs
8 (18) 1 4 order decimals to three decimal places
9 1 4 extract and interpret information presented in simple … pictograms (Lev 3, extrapolated up to level 4)
10 1 4 recognise approximate proportions of a whole and use simple … percentages to describe these
11 1 4 use the properties of 2-D and 3-D shapes
12 2 3 construct bar charts
13 (20) 1 5 read and interpret scales on a range of measuring instruments
14 (21) 1 3 find areas by counting squares (Lev 4, extrapolated down to level 3)
15 (22) 1 4 use understanding of place value (Lev 5, extrapolated down to level 4)
16 (23a) 1 4 interpret graphs and diagrams, … and draw conclusions (Lev 5, extrapolated down to level 4)
Continued....
20

Progress in Maths Reports
Progress in Maths 11 Digital ... continued
PIM 11 Digital mapping to APP Levels 3 to 6
Question A N C U S H Level Assessment Focuses
17 (23b) 1 4 interpret graphs and diagrams, … and draw conclusions (Lev 5, extrapolated down to level 4)
18 1 4 collect and record discrete data
19 (24) 1 4 use the properties of 2-D and 3-D shapes
Progress
20 (25) 2
in
4 recognise approximate proportions of a whole
21i (26i) 1 3 use efficient written methods of addition and subtraction and of short multiplication and division conclusions
(Lev 4, extrapolated down to level 3)
21ii (26ii) 1 4 use efficient written methods of addition and subtraction and of short multiplication and division
Maths 11
22 (27) 1 4 solve problems with or without a calculator
23 (28i) 1
Space
5
and Measures,
construct, express
Data
inHandling symbolic form,
and
andAlgebra.
use simple formulae involving one or two operations
24 (28ii) 1 5 construct, express in symbolic form, and use simple formulae involving one or two operations
25 (29) 1 4 use a range of mental methods of computation with all operations
26 (30a) 1 4 find areas by counting squares
27 (30b) 1 4 find areas by counting squares
School: Sample School Section: A, B, C
Class/Group: Blue: Sample very similiar Group to written question (n) Red: unique to digital test only No. of students: 28
Section A - Student listing
This report lists the results for each student from the selected group of students who took the test. Scores
for each student are shown including Standard Age Score (SAS), Stanine, National Percentile Rank, Group
Rank, Raw Score and estimated National Curriculum Maths Levels for England, Wales and Northern
Ireland. Some of the levels are split into three categories (C,B and A) with A denoting the highest category
within a level. This section also shows student performance in the content categories of Number, Shape,
Section B - Comparison of Group and National Scores
The table shows the mean scores and the standard deviations for Standard Age Scores and raw scores for
each group of students. The first chart in this section show the average SAS scores for your groups with
80% confidence bands indicated by the horizontal lines. If the horizontal line on the mean Standard Age
Score score chart overlaps the National "100" (average) line, the results for your group do not differ
significantly from the National average.
28 (31) 1 5 use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
29 (32) 1 6 understand and use the mean of discrete data (Lev 5, extrapolated up to level 6)
he first bar chart shows the percentage of students that fall within certain ranges of scores. The charts allow
you to compare the score distribution of your group with the National distributions. The second bar chart
shows the percentage success rates for each of the process areas for the class/group against the National
average. In some cases, the profile for the class may be above the National average, or below the National
average, in all process areas. In other cases, the results may reveal strengths in one particular process
area, but a relative weakness in another.
A: Algebra
N: Numbers and the number system
C: Calculating
U: Using and applying mathematics
S: Shape, space and measures
H: Handling data
Copyright © 2008 GL Assessment Limited
ment is part of the Granada Learning Group.
Section C - Question by question analysis
The graphs and tables in this section provide details about the success rates the class/group has with each
question. The questions your class/group find most difficult and which were relatively easy can be identified.
21

case study
Online testing enhances pupil progress
checking in Leicestershire
The Government is encouraging schools to focus on a
balanced combination of end of Key Stage assessment
and more regular, teacher-based methods of checking
their pupils’ achievement in key curriculum subjects to
raise attainment.
This ethos is central to the way pupils’ progress is
monitored at Christchurch and St Peters C of E Primary
School. Headteacher, Sandy Gourlay, has been using the
digital versions of GL Assessment’s Progress in English
(PIE) and Progress in Maths (PIM) tests to assist teachers in
tracking their pupils’ progress in these crucial subjects as
they move through the school.
Christchurch and St Peters is located in the village of
Mountsorrel in Leicestershire. Attended by 360 five to 11-
year-olds, the school is committed to creating a happy and
stimulating environment in which its pupils can fulfil their
academic potential. The leadership team works hard to
ensure every child is provided with teaching and learning
that meets their individual needs when they join the school.
Using PIE and PIM Digital to inform discussions on pupils’
progress in English and maths plays an important role in
helping them to achieve this goal.
“The reports we get from the online tests
are excellent. They provide us with valuable
data that teachers can use to shape their
lessons and it also helps us to demonstrate
the value added to pupils’ learning whilst
they are at the school.”
Sandy Gourlay says: “The online tests enable us to get a
clear picture of our pupils’ strengths and weaknesses in
English and maths as they learn, without putting them under
the pressure of a traditional paper test. The ability to assess
pupils’ progress easily at the start of each year allows us to
be more effective in the way we allocate teaching resources
and helps us to intervene early to address any concerns we
have with the achievement of individuals or groups of
pupils.”
Previously, the paper-based versions of PIE and PIM were
being used at the school to test pupils’ understanding of
English and maths. The decision to switch to online testing
has made it simpler for teachers to monitor pupils’ progress
year-on-year from Years 1 to 6 and helped ensure the school
can tailor teaching and learning to get the best out of every
child.
The digital versions of PIE and PIM are simple to administer
and schools are provided with a wealth of information on
pupils’ comprehension of English and maths within minutes
of their completion of the assessments. The tests enable
schools to view pupils’ standard age scores and compare
the achievement of individuals or groups of children with
national levels of attainment. Detailed analysis of pupils’
answers allows school leaders to clearly see if girls are out
performing boys in literacy, for example, or whether a
particular group of children are struggling with a specific
area of the maths curriculum.
The ability to scrutinise pupils’ scores quickly proved to be
incredibly helpful to Christchurch and St Peters when results
of the PIE test revealed that a significant number of children
had not reached the standard of achievement expected for
their age at the start of Year 4. The leadership team was able
to use this information to target additional learning support
where it was needed so that gaps in pupils’ knowledge of
the subject could be addressed to boost attainment.
“Looking closely at pupils’ results year-on-year allows us to
let teachers know if individuals or groups of pupils who will
be joining their class from the previous year group are likely
to need help with areas of the English and maths
curriculum. This means that we can be one step ahead in
ensuring lessons are personalised to meet the needs of
every child.”
“The reports we get from the online tests are excellent.
They provide us with valuable data, such as group national
scores and detailed information on how our pupils have
answered the individual questions. This is data teachers can
use to shape their lessons and it also helps us to
demonstrate the value added to pupils’ learning whilst they
are at the school,” says Sandy.
Christchurch and St Peters keeps a record of PIE and PIM
results for pupils from across the school and this information
plays an important part in the process of preparing for an
Ofsted inspection. Results are shared with Ofsted
inspectors and they also help the school to carry out an
effective self-evaluation of its teaching and learning provision
throughout the academic year.
“Looking closely at pupils’ results year-onyear
allows us to let teachers know if
individuals or groups of pupils who will be
joining their class from the previous year
group are likely to need help with areas of
the English and maths curriculum.”
“We have good teachers who teach well and the tests help
to confirm what they already know about their pupils’ ability.
By examining the PIE and PIM online test scores in
conjunction with national assessment results, we can
ensure there are no surprises in teachers’ understanding of
what pupils are capable of achieving. This helps ensure they
can provide every child with the best possible learning
support throughout the essential primary years.”
April 2009
22

case study
How online tests are used to monitor progress
at Handcross Park School
Handcross Park Independent Prep School inWest
Sussex has a deserved reputation for providing high
standards of childcare for 2 – 13 year olds.The school
prides itself on achieving excellence in all areas and
assessment is a key aspect of informing teaching and
learning across the whole school.
In the Autumn term of 2007, Handcross Park decided to
adopt a suite of online reasoning, literacy and numeracy
assessments from GL Assessment in order to provide an
efficient method of assessing pupils and collating results.
Neil Cheesman, Deputy Head Teacher, noticed the
difference immediately.
“We instantly saw a huge reduction in the time it took to
analyse results. Online assessment provides results within
minutes and saves a great deal of time previously taken up
by marking written assessments.”
However, not only was the school new to digital
assessment; it was also using GL Assessment’s tests for
the first time. “Our previous tests didn’t cater for pupils that
were out-of-range and we wanted a means of assessing
pupils of all abilities. Another problem was that the data was
in an unfriendly format and we had to spend hours going
through the reports and making them easily accessible for
staff.”
Handcross Park chose to adopt the digital version of
GL Assessment’s Cognitive AbilitiesTest (CAT) to assess
pupils’ reasoning abilities. CAT measures the three principal
areas of reasoning – verbal, non-verbal and quantitative – and
is the most widely used test of reasoning abilities in the UK.
To measure specific strengths and needs in English, the
school selected the Suffolk Reading Scale (SRS) and
Progress in English (PIE). For Maths, they adopted Progress
in Maths (PIM), a standardised series of tests designed to
provide rich diagnostic information about pupils’
mathematical abilities.
Used together, Handcross Park found that the test data
provided a useful, objective means of assessing pupils
progress which supported ongoing classroom assessment.
Introducing online assessment
When the school introduced GL Assessment’s online
testing platform, Testwise, Neil Cheesman found little need
for staff training. “Having established that all we needed
was a reliable internet connection, we required virtually no
training with the new assessments. We are reasonably
computer literate and just had to log in and start.”
“The support in setting-up the online system has been very
efficient, together with the ongoing support, which has been
superb. The results have always been available within
minutes of the assessments being completed,” he says.
“The electronic assessments are for Years 3 – 8 and while it
can be a busy time for me in organising the process, we
save so much staff time as we are not wasting valuable
hours marking papers.”
Instant reporting
Once a test has been completed by a pupil, test scores and
detailed diagnostic reports are delivered instantly, enabling
teachers at Handcross Park to evaluate pupils’ needs
immediately.
At the beginning of the academic year, Handcross Park uses
the PIE, PIM and SRS tests to provide a comparison of
Standardised Age Scores within the class, year group and
nationally.
“We use these to inform target setting, teaching and
learning for the year ahead. Teachers particularly like the
option of producing a question-by-question analysis as it
allows them to review individual and group progress, and
then embark on specific target setting,” Neil explains.
A ‘Value Added Tracking Chart’ is also used to view year-onyear
progress of individual pupils, classes and year groups.
The school finds this very useful in monitoring the progress
of individual pupils, together with displaying an overall
picture of the year group’s ability levels in Maths and
English. This is also used as a comparison across classes
within year groups to evaluate teaching at the school.
In the summer term, the school uses CAT data to inform
teaching and learning based on comparisons within each
class and year group. It is also used to obtain a useful
guideline for Key Stages 2–3 and GCSE predictors, and to
ascertain a comparison of boys and girls. For example, the
data can enable teachers to see if girls are out performing
boys in numeracy, or whether a particular group of children
are struggling with a specific area in English.
“We immediately noticed a huge difference
in the time it took to analyse results –
online assessment provides results within
minutes and saves a great deal of time
involved in marking written assessments.”
“All of these tests arm our teachers with knowledge about
our pupils’ levels of understanding across the curriculum,
enabling them to take into account specific areas of learning
during lessons”, Neil explains.
“We can tailor lessons accordingly and take into account
specific areas of learning during lessons, so that each pupil
will gain the maximum benefit. The whole process is
working extremely well and the online element ensures that
our time is given to supporting pupils rather than given to
unnecessary paperwork.”
March 2009
23

Contact your local consultant for further information
GL Assessment, Chiswick Centre, 414 Chiswick High Road, London, W4 5TF
Phone: 0845 602 1937 Fax: +44 (0) 20 8742 8767 www.gl-assessment.co.uk
GLA157