Reports

A selection of reports published by GL Assessment and studies in which our assessments are referenced.

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 misidentification of SEN in children, which means that those with genuine problems miss out. Barely a quarter of teachers (26 per cent) say misidentification 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. Dr Adam Boddison, the Chief Executive of nasen, discusses our report on BBC Radio London.

 

Lost Girls: The overlooked children struggling to understand the written word
GL Assessment | November 2016

Unlike the majority of other reports on children’s reading, ‘Lost Girls: The overlooked children struggling to understand the written word’ shines a light on the girls who are struggling to read. The main premise is that a silent army of ‘lost girls’ is being overlooked because they are better at hiding their difficulties than boys. The report is based on analysis of NGRT data across England and Wales, and includes contributions from one of our Centres of Assessment Excellence and SEN specialist, Lorraine Petersen.

 

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

This report contains the analysis of over 30,000 student responses to the Pupil Attitudes to Self and School (PASS) attitudinal survey. It includes expert opinion from Sir John Dunford (Chair of Whole Education) and Suzanne O’Farrell (Curriculum and Assessment Specialist, ASCL), as well as a number of case study examples of schools who are identifying attitudinal barriers to learning.

 

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.