Suffolk Reading Scale DigitalGuidance and Information for Teachers

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Published by GL Assessment1st Floor, Vantage London, Great West Road, Brentford, TW8 9AG.

GL Assessment is part of GL Education.

First published 2008© GL Assessment 2008. All rights reserved.

Digital Tests from GL Assessment

Suffolk Reading Scale Digital (SRS Digital) is part of a selection of standardisedtests available in both paper and digital editions from GL Assessment. Thedevelopment of digital editions of major series such as the Cognitive AbilitiesTest and Progress in English, as well as SRS, is a response to the need forschools to test large numbers of pupils at regular intervals and to make thatprocess as efficient as possible by automating the scoring, analysis andreporting. At the same time, by developing digital editions of established tests,teachers and pupils can be assured of the robustness of these tests.

SRS is often used as an end of year test and if it is used year-on-year can offerimportant evidence of pupil progress and value-added. As such it is animportant test and one on which decisions about, for example, setting orintervention, may be made in conjunction with teacher assessment based onan evaluation of pupil performance throughout the year.

SRS Digital must be administered in a formal test environment with pupils madeaware that they are taking a test and that the usual expectations of behaviourand constraints of a test session will be in place. Pupils’ experience of workingat a computer may lead to the impression that taking a test using a PC is not asimportant as the more familiar test session in the school hall or classroom. Theymay expect to spend time in the computer suite on less formal activities,engaging in learning that is presented in a highly visual or even game-like way.While GL Assessment digital tests do engage pupils, they are tests and must beapproached in the same way as the more familiar paper test process.

For fully comprehensive information about using digital tests from GL Assessment, please visit:

https://help.testingforschools.com/display/HOH/Getting+Started

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Introduction to Suffolk Reading Scale Digital

The digital edition of the Suffolk Reading Scale comprises all six tests of thepaper edition (Levels 1–3) plus an additional level, Level 4, developed for usewith students aged 14–16 who are being assessed for access arrangements.The digital edition was created in 2002 to provide teachers and students withan alternative format to the paper tests with the added benefits of automaticscoring, analysis and reporting. Level 4 was added in 2007 as a response todemands for a test specifically for access arrangements.

SRS is a standardised test of reading ability. It uses multiple choice sentencecompletion items, and compares pupils’ scores with those of a nationallyrepresentative sample of students. The main standardisation was carried out in2001; Level 4 standardisation was carried out in autumn 2006.

Levels 1–3 are timed at 30 minutes each and there is a short practice sectionthat should take no longer than 10 minutes. An onscreen digital clock countsbackwards from 30 minutes so that students are aware of how much longerthey have to complete the test. It is not possible to exit the test until 20minutes have elapsed. If a pupil has reached the end of the test within theallotted time, the End Test button will be available after 20 minutes. Pupilsshould be encouraged to go back and check their work. If they do not finish thetest within the allotted time, the test will end automatically.

The tests that comprise Level 4 are timed at 24 minutes each (plus a shortpractice section). As with the other levels, there is an onscreen clock butstudents cannot exit the test until 24 minutes has elapsed.

When using Level 4 with different groups of students, the following testsshould be selected:

SRS Level 4 Form A – Age 14SRS Level 4 Form B – Age 14

to assess students in Y9 for access arrangements at KS3 in England.

SRS Level 4 Form A – Age 15/16SRS Level 4 Form B – Age 15/16

to assess students for access arrangements in public examinations across theUK and for those wanting to use a standardised reading test with topsecondary school students.

All tests are included as part of the licence for Level 4.

The other three levels of the test are intended for different age groups, shownin the table below:

SRS Level Age group England Scotland Northern Ireland

1 6:00-7:11 Year 2 Primary 3 Year 3 (P3)1 7:00-8:11 Year 3 Primary 4 Year 4 (P4)2 8:00-9:11 Year 4 Primary 5 Year 5 (P5)2 9:00-10:11 Year 5 Primary 6 Year 6 (P6)2 or 3 10:00-11:11 Year 6 Primary 7 Year 7 (P7)3 11:00-12:11 Year 7 Secondary 1 Year 8 3 12:00-13:11 Year 8 Secondary 2 Year 9 3 13:00-14:11 Year 9 Secondary 3 Year 10

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Parallel tests of equivalent difficulty (A and B) enable you to administer the SRSwith little opportunity for students to copy another student’s answers. It alsoenables you to check group or individual reading progress over time.

Administration

Each student will need their own personal computer with a high quality mouse

and set of headphones. You are advised to check that headphones are working

and that sound levels are appropriate before logging on to Testwise.

For information on Sittings go to:

https://help.testingforschools.com/display/HOH/Sittings

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When students are settled, explain that they are going to take a test that will show how well they understand what they read. Further explain that the test starts with some practice questions to get them used to the real questions and

that all instructions are on the computer and that they should work through this

section at their own pace.

The practice section begins with the following screen (or a similar one,depending on the level of the test):

Check that students understand what they have to do. Tell them to completethe subsequent four practice questions and when they are sure theyunderstand what they are meant to do they can start the main test. Make surethey understand that once they click on the Start Test button on the final pageof instructions, the timer starts and they have 30 minutes (or 24 minutes forLevel 4) to complete the test.

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The first practice question asks students to choose the given correct answer.For example:

The next three invite students to choose their own answers, then gives andexplains the correct answer. For example:

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During this practice section, walk around the class to check that studentsunderstand what they are doing. Students should enter an answer for eachpractice question before they move on to the next one.

The final screen in the practice section explains how the status of eachquestion is indicated on screen:

• Grey indicates a question has been answered• White indicates it needs to be answered• Yellow indicates the question you are currently on

There is a Help button on every page showing how to complete the test byusing the keyboard. A Practice button gives access to the introductory screensso students can refresh their memory on answering questions and navigatingthrough SRS. The time will keep running if and when they visit these screens.

The Test Environment

Each pupil will need a PC, headphones and mouse and all equipment needs tobe in good working order. Pupils should be told that they are going to take areading test and explained the purpose of the test: ‘to find out what you can door where you may need help’ or ‘to let your teacher next year know what youcan do’. Pupils should be told that they must work in silence but that if theyhave a query they should raise their hand and wait for the teacher to approachthem. Answer any questions at this stage and explain that you cannot help withany of the test questions but that they should try to do their best and at theend go back and check their work.

While pupils are taking the test the teacher should walk round the computersuite to check that they are progressing appropriately, that they are not havingdifficulty with the methods of answering questions and, importantly with digitaltests, that they have not rushed through any part of the test without attemptingto answer some questions.

Unexpected incidents during a test session

As with the paper test, should anything unexpected occur during the testsession, the incident should be recorded and appended to the group report forthis specific group of pupils. This will allow the incident to be taken into accountwhen scores are being considered.

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If there is a failure in your computer system while pupils are taking an exercise

it will not be possible to re-enter the test at the point at which the failure

occurred. In this instance, pupils will need to re-take the complete exercise.

If pupils complete an exercise and results are stored (i.e. they have clicked the

“end test” button) and then the system fails, it will be possible to retrieve

results, and therefore reports, from the GL Assessment back-up server.

If you have any problems using Testwise, email the Testwise Technical

Support Team at support@gl-assessment.co.uk.

You can view our full Testwise Support Services on our website:

https://www.gl-assessment.co.uk/support/online-testing-support/

Testwise SRS ReportA sample report may be viewed at:

https://www.gl-assessment.co.uk/products/suffolk-reading-scale-srs/

under the section titled Suffolk Reading Scale, click on sample report and then select Levels 1–3 or Level 4 as appropriate.

The report for Levels 1 – 3 is in two parts.

Section A

The table shows a comparison of group and national Standard Age Scores(SAS) and the chart shows the average SAS scores for the test with 90%confidence bands indicated by the vertical lines.

Section B

The table shows pupils’ scores with Key Stage 3 indicators listed by first name.

Scores for each pupil are shown as a Standard Age Score, a Stanine, a National Percentile Rank, a Group Rank, a Raw Score and a Reading Age. Indicators of the pupils’ current and end of Key Stage levels in English are also shown. Some of the levels are split into three categories (A, B and C) with A denoting the highest and C the lowest category within a level.

SRS Level 4 for students aged 14 has an additional section (C) which highlights those whose SAS is below 85 and/or whose scores indicate an improvement in reading age by nine months when raw scores are captured at the end of the test and at a point when 80% of the test time has occurred. This information will contribute to evidence required under Section A1 (standardised score for reading below the average range) and Section A2a (increase of nine months in reading age when 25% additional time is given) of the JCQ criteria for up to 25% additional time for KS3 students in England without a statement of special needs.

SRS Level 4 report for students aged 15/16 lists SAS as standard, and therefore students whose SAS is below 85 can be identified immediately. This can contribute to evidence needed under Literacy Attainment criteria as set out in JCQ “Access Arrangements and Special Consideration: Regulations & Guidelines Relating to Candidates who are Eligible for Adjustments in Examinations”.

Individual ScoresAn individual’s scores can be viewed by selecting ‘CSV report’ in Testwise. Thiswill produce an Excel spreadsheet with one or more students’ reading age, rawscore, standardised score, national percentile rank, current KS level, end of KSindicator (if appropriate) and individual item scores.

GL Assessment

1st Floor, Vantage London, Great

West Road, Brentford, TW8 9AG.

Tel: 0330 123 5375

Email: info@gl-assessment.co.uk

www.gl-assessment.co.uk

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