Pinpoint gifted and talented pupils and underachievers
Understand students’ strengths and weaknesses
Support communication with parents, pupils, teachers and senior leaders
It's essential to understand the learning profile of your students. What are their strengths? What areas need development? What’s their natural way of learning? And you must do this quickly, otherwise you’ll spend the first two terms on the back foot.
Nigel Ward, Chief Executive, Northern Schools Trust
Fully standardised, Verbal Reasoning and Non-Verbal Reasoning supports you to identify the potential in all children by assessing each pupil’s verbal and non-verbal thinking.
Verbal Reasoning reveals how a pupil takes on board new information by measuring their ability to engage with language. Non-Verbal Reasoning involves no reading and so provides insight into the abilities of pupils who think more easily in images than words. It also measures the potential of pupils with limited reading skills including those with dyslexia, poorly motivated pupils, and EAL pupils.
Verbal Reasoning. Digital & Paper. 30-45 mins (Ages 8-13)
The Verbal Reasoning test series measures a pupil’s ability to engage with the language medium in order to identify their wider reasoning ability and potential. Available in both paper and digital formats Verbal Reasoning is suitable for pupils aged 8 to 13 years and can be administered individually or in a group setting.
Verbal Reasoning highlights pupils’ skills in verbal thinking above and beyond their formal literacy abilities and can be used alone or as part of a wider assessment programme. The results provide teachers and SENCOs with an indication of how a pupil assimilates new information that may not be evident from their usual class work.
The series covers various types of questions, testing vocabulary, verbal analogies, logical reasoning, symbol manipulation using letters, numbers and words in sentences. Separate Familiarisation Tests are included for each level to help pupils understand the different types of question.
Why use Verbal Reasoning?
Non-Verbal Reasoning. Digital & Paper. 30-45 mins (8-13)
Non-Verbal Reasoning involves no reading, so can provide insight into the abilities of pupils who think more easily in images than words and those who have limited reading skills, for example dyslexics, poorly motivated pupils who haven’t learned to read, or those who speak English as an Additional Language (EAL).
The designs used within the tests are also not culturally specific and involve very little mathematical knowledge, so that only reasoning skills are assessed. By testing such basic learning processes these assessments can provide valid indicators of future academic performance in certain subjects including Maths, Science and Design and Technology, as well as, enhancing your knowledge of a pupil’s abilities to help inform teaching strategies. A short practice test ensures that all pupils understand what is expected of them before they start the test.
Why use Non-Verbal Reasoning?
Reasoning 5-7. Paper. 30-40 mins (4-8)
A standardised assessment series that tests pupils’ facility with language and content-free visual information to measure their wider reasoning ability.
Reasoning 5-7 doesn’t require any reading by the pupils, with the verbal section comprising orally-administered questions and pictorial response options. Non-Verbal Reasoning 6 and 7 also involve no reading and provide insight into the abilities of those who struggle with reading, who seem to lack motivation, or who have English as an additional language.
The results will give you an indication of how your pupils assimilate new information, and highlight their skills in verbal thinking above and beyond their formal literacy abilities. They also highlight pupils’ abilities to acquire new concepts and information that may not be evident from their usual class work.
Spatial Reasoning 6-14. Paper. 45-50 mins (6-14)
Spatial Reasoning is designed to pinpoint pupils' spatial abilities, offering information based upon nationally standardised performance. It helps identify pupils a visual thinking bias who may find words a barrier to realising their potential in education.
These standardised assessments can inform teaching styles, identify latent talents and aptitudes, and support pupils' subject choices. They are designed to assess visualisation, which is crucial to high achievement in some school subjects and many occupations.