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Verbal Reasoning and Non Verbal Reasoning

Better understand learning profiles and future potential

Identify potential

Pinpoint gifted and talented pupils and underachievers

Personalise learning

Understand students’ strengths and weaknesses

Easy reporting

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

Verbal Reasoning and Non Verbal Reasoning

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?

  • The standardised assessment highlights pupils skills in verbal thinking above and beyond their formal literacy skills
  • You will obtain a measure of your pupils’ potential to learn across the curriculum using the English language
  • You will be able to compare your pupils’ results with the national average through the identification of Standard Age Scores
  • Results can be used to aid individual target-setting and learning programmes
  • End of Key Stage 2 and 3 indicators are available.

 

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?

  • Non-Verbal Reasoning is ideal for helping you assess the abilities of dyslexic pupils or others who are stronger at thinking via the visual medium, particularly as it involves no reading or aural comprehension
  • Identifies the potential in all pupils as the assessment is word-free and non-culturally specific, and therefore not biased towards any social, cultural or linguistic group
  • You will be able to compare your pupils’ results with the national average through the identification of Standard Age Scores
  • It is suitable for pupils with English as an Additional Language (EAL)
  • Results can be used for individual target-setting and to inform teaching strategies.

 

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.

Benefits

  • Acts as a baseline test for reasoning abilities
  • Identifies potential in all pupils, including EAL pupils
  • Provides a measure of pupils’ potential to learn across the curriculum

 

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.

Benefits

  • Provides a detailed picture of all pupils' spatial abilities and, in particular, the abilities of visually-biased pupils
  • Identifies pupils with an aptitude for subjects such as maths, physics, art and design technology, engineering and ICT
  • Edited and written by the leading authorities on assessment for learning
  • Practical, concise and easily absorbed in one sitting by busy teachers
  • Offers an evidence-based ideas and advice on the improvement of classroom assessment
  • Can lead to significant gains in pupil education and achievement