1
Single Word Spelling Test (SWST) Digital
www.gl-assessment.co.uk/swstdigital
sample reports
2
SAMPLE REPORTS PAGE
Explanation of Single Word Spelling Test report 3
Demographics Comparison table 4
Demographics Comparison graphs 5
Mean Score and Stanine Distribution graph 6
Mean Score and Stanine Distribution table 7
Analysis by Spelling Level 8
Question by Question graph 9
Question by Question listing 10
Percentage of pupils by Spelling Age equivalent bands 11
Student Listing 12
Year on Year Comparisons - Explanation of Single Word Spelling Test Year on Year 13 Comparisons report
Year on Year Comparisons - Comparisons of Group Scores - Mean Score table 15
Year on Year Comparisons - Comparisons of Group Scores - Mean Standard Age 16 Score graph
Year on Year Comparisons - Progress Chart 17
Year on Year Comparisons - Summary Table 18
Year on Year Comparisons - Pupil Listing by Surname 19
Contents
Single Word Spelling Test Digital (SWST Digital)
Single Word Spelling Test Digital (SWST Digital) is an online version of the popular paper spelling test. Featuring the same carefully constructed tests as the paper version, the assessment consists of nine tests, which have been digitised to allow pupils’ spelling to be assessed electronically.
Single Word Spelling Test Digital provides you with an instant group report featuring:
• Spelling Ages
• Percentile Ranks
• Standard Scores
• Question by question analysis against national scores
• Analysis by word level against national scores
In addition to the group report, pupils’ individual responses are also available and data can be exported so that results can be further analysed and specific weaknesses addressed.
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Page 1
SWST ReportSchool: Sample School Section:Group:
A, B, C, D, E, FSample Group
Section A - Comparison of group and national SAS mean scoresThe table shows average SAS and standard deviations for each group of pupils. The chart shows the average SAS scores (red dot)with 80% confidence bands (black horizontal line). Confidence bands are not displayed for groups with less than 5 pupils as theseare usually very wide with few pupils. If the black horizontal line overlaps the national '100' line the results for your group do not differsignificantly from the national average. The chart also shows the score distribution displayed as a box and whisker plot for eachgroup of pupils. The graphic below shows an example for a group of pupils. Half the pupils have scores within the box range which inthis example is between 90 and 110. It also shows 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.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
The bar chart shows the percentage of pupils that fall within certain ranges of scores. The score ranges on the graph and table aregrouped into nine categories called Stanines. The chart and table allows you to compare the score distribution of your groups withthe national standardisation sample. The distribution of the national standardisation sample is a "normal"distribution.
SAS Score Distribution
SWST Level: 11The following pages give a summary of the results achieved based on the overall Standard Age Score (SAS). A SAScomes from comparing the pupil's raw score with the national standardisation sample, taking chronological age intoaccount. This shows how each pupil is performing compared to the national average for their age. The nationalaverage SAS is 100.
Section B- Comparison of group and national SAS distributions
Section C- Analysis by Spelling level
Section D- Question by Question listing
Section E- Percentage of pupils by Reading Age equivalent bands
Section F- Student listing
The chart shows the percentage of the group answering correctly against the national average by level.
The chart and table shows the percentage of the group answering each question correctly against the national percentage.
This table shows the percentage of pupils by reading age equivalent bands.
This report lists the results for each student from the selected group of students who took the test. Scores for each student areshown including Standard Age Score (SAS), Stanine, National Percentile Rank, Group Rank, Raw Score and Spelling age.
Single WordSpelling Test 11
Page 1
SWST ReportSchool: Sample School Section:Group:
A, B, C, D, E, FSample Group
Section A - Comparison of group and national SAS mean scoresThe table shows average SAS and standard deviations for each group of pupils. The chart shows the average SAS scores (red dot)with 80% confidence bands (black horizontal line). Confidence bands are not displayed for groups with less than 5 pupils as theseare usually very wide with few pupils. If the black horizontal line overlaps the national '100' line the results for your group do not differsignificantly from the national average. The chart also shows the score distribution displayed as a box and whisker plot for eachgroup of pupils. The graphic below shows an example for a group of pupils. Half the pupils have scores within the box range which inthis example is between 90 and 110. It also shows 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.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
The bar chart shows the percentage of pupils that fall within certain ranges of scores. The score ranges on the graph and table aregrouped into nine categories called Stanines. The chart and table allows you to compare the score distribution of your groups withthe national standardisation sample. The distribution of the national standardisation sample is a "normal"distribution.
SAS Score Distribution
SWST Level: 11The following pages give a summary of the results achieved based on the overall Standard Age Score (SAS). A SAScomes from comparing the pupil's raw score with the national standardisation sample, taking chronological age intoaccount. This shows how each pupil is performing compared to the national average for their age. The nationalaverage SAS is 100.
Section B- Comparison of group and national SAS distributions
Section C- Analysis by Spelling level
Section D- Question by Question listing
Section E- Percentage of pupils by Reading Age equivalent bands
Section F- Student listing
The chart shows the percentage of the group answering correctly against the national average by level.
The chart and table shows the percentage of the group answering each question correctly against the national percentage.
This table shows the percentage of pupils by reading age equivalent bands.
This report lists the results for each student from the selected group of students who took the test. Scores for each student areshown including Standard Age Score (SAS), Stanine, National Percentile Rank, Group Rank, Raw Score and Spelling age.
Single WordSpelling Test 11
Page 1
SWST ReportSchool: Sample School Section:Group:
A, B, C, D, E, FSample Group
Section A - Comparison of group and national SAS mean scoresThe table shows average SAS and standard deviations for each group of pupils. The chart shows the average SAS scores (red dot)with 80% confidence bands (black horizontal line). Confidence bands are not displayed for groups with less than 5 pupils as theseare usually very wide with few pupils. If the black horizontal line overlaps the national '100' line the results for your group do not differsignificantly from the national average. The chart also shows the score distribution displayed as a box and whisker plot for eachgroup of pupils. The graphic below shows an example for a group of pupils. Half the pupils have scores within the box range which inthis example is between 90 and 110. It also shows 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.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
The bar chart shows the percentage of pupils that fall within certain ranges of scores. The score ranges on the graph and table aregrouped into nine categories called Stanines. The chart and table allows you to compare the score distribution of your groups withthe national standardisation sample. The distribution of the national standardisation sample is a "normal"distribution.
SAS Score Distribution
SWST Level: 11The following pages give a summary of the results achieved based on the overall Standard Age Score (SAS). A SAScomes from comparing the pupil's raw score with the national standardisation sample, taking chronological age intoaccount. This shows how each pupil is performing compared to the national average for their age. The nationalaverage SAS is 100.
Section B- Comparison of group and national SAS distributions
Section C- Analysis by Spelling level
Section D- Question by Question listing
Section E- Percentage of pupils by Reading Age equivalent bands
Section F- Student listing
The chart shows the percentage of the group answering correctly against the national average by level.
The chart and table shows the percentage of the group answering each question correctly against the national percentage.
This table shows the percentage of pupils by reading age equivalent bands.
This report lists the results for each student from the selected group of students who took the test. Scores for each student areshown including Standard Age Score (SAS), Stanine, National Percentile Rank, Group Rank, Raw Score and Spelling age.
Single WordSpelling Test 11
4
Num
berof pupils
Standard Age Score
Raw
Score
Single W
ord Spelling Test D
emographic C
omparisons S
ection ASchool:
Sam
ple School
Group:
Sam
ple Group
SWST Level:
Num
ber of pupils:26
Mean
Mean
SD
*S
D*
11
All pupils
Gender
2691.0
13.6
Male
1592.4
15.527.5
14.1
Female
1189.2
10.925.6
10.9
26.712.6
Ethnic Group
White
1789.6
13.225.6
12.7
Asian
495.0
11.831.5
10.1
Black
395.3
22.327.7
17.8
Chinese
1100.0
38.0
Mixed
178.0
12.0
Free School Meals
No
2294.2
12.230.2
10.2
Yes
473.8
4.47.5
4.8
Special EducationN
one22
94.212.2
30.210.2
School A
ction4
73.84.4
7.54.8
EAL
No
2294.2
12.230.2
10.2
EA
L4
73.84.4
7.54.8
Postcode
EE
28
98.115.6
33.211.4
EE
37
87.35.4
23.97.2
EE
16
77.56.8
12.58.6
EE
45
101.29.7
37.47.4
Page 2
07-Oct-2009
©G
L Assessm
ent 2009
GL A
ssessment is part of the G
ranada Learning Group.
* SD
= Standard D
eviation - can only be calculated if there are 2 or more pupils w
ith valid scores within a group
5
Num
berof pupils
Standard Age Score distribution
6070
8090
100110
120140
130
26
Single W
ord Spelling Test D
emographic C
omparison G
raphs Section A
School:S
ample S
choolG
roup:S
ample G
roupSW
ST Level:11
Num
ber of pupils:
All pupils
Gender
26
Male
15
Female
11
Ethnic Group
White
17
Asian
4
Black
3
Chinese
1
Mixed
1
Free School Meals
No
22
Yes
4
Special EducationN
one22
School A
ction4
EAL
No
22
EA
L4
Postcode
EE
28
EE
37
EE
16
EE
45
Page 3
07-Oct-2009
©G
L Assessm
ent 2009
GL A
ssessment is part of the G
ranada Learning Group.
6
Single W
ord Spelling Test M
ean Score and S
tanine distribution Section B
School:S
ample S
choolG
roup:S
ample G
roupSW
ST Level:11
Num
ber of pupils:26
Stand. Age Scores
NM
eanSD
1
Percentage of pupils in each Stanine
23
45
67
89
National
47
1217
2017
127
4100
15
Single W
ordS
pelling Test11
<7474-81
82-8889-96
97-103104-111
112-118119-126
>126
All pupils
2691.0
13.68
1231
238
84
80
Gender
Male
157
92.415.5
2013
2713
70
130
Female
119
89.210.9
055
180
99
00
Page 4
07-Oct-2009
© G
L Assessm
ent 2009K
ey: N - N
umber of pupils, S
D - S
tandard Deviation.
GL A
ssessment is part of the G
ranada Learning Group.
7
Stand. Age Scores
NMean SD 1
Percentage of pupils in each Stanine
2 3 4 5 6 7 8 9
Single Word Spelling Test Mean Score and Stanine distribution Section BSchool: Sample SchoolGroup: Sample Group
SWST Level: 11Number of pupils: 26
<74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
National 4 7 12 17 20 17 12 7 4100 15
All pupils 2691.0 13.6 8 12 31 23 8 8 4 8 0
GenderMale 15 792.4 15.5 20 13 27 13 7 0 13 0
Female 11 989.2 10.9 0 55 18 0 9 9 0 0
Ethnic Group
White 17 1289.6 13.2 6 35 24 6 12 0 6 0
Asian 4 095.0 11.8 0 25 50 0 0 25 0 0
Black 3 095.3 22.3 33 33 0 0 0 0 33 0
Chinese 1 0100.0 0 0 0 100 0 0 0 0
Mixed 1 078.0 100 0 0 0 0 0 0 0
Free School MealsNo 22 094.2 12.2 5 36 27 9 9 5 9 0
Yes 4 5073.8 4.4 50 0 0 0 0 0 0 0
Special EducationNone 22 094.2 12.2 5 36 27 9 9 5 9 0
School Action 4 5073.8 4.4 50 0 0 0 0 0 0 0
EALNo 22 094.2 12.2 5 36 27 9 9 5 9 0
EAL 4 5073.8 4.4 50 0 0 0 0 0 0 0
Postcode
EE2 8 098.1 15.6 0 38 25 0 13 0 25 0
EE3 7 087.3 5.4 14 43 29 14 0 0 0 0
EE1 6 3377.5 6.8 33 33 0 0 0 0 0 0
EE4 5 0101.2 9.7 0 0 40 20 20 20 0 0
Page 5 07-Oct-2009© GL Assessment 2009Key: N - Number of pupils, SD - Standard Deviation.
GL Assessment is part of the Granada Learning Group.
Stand. Age Scores
NMean SD 1
Percentage of pupils in each Stanine
2 3 4 5 6 7 8 9
Single Word Spelling Test Mean Score and Stanine distribution Section BSchool: Sample SchoolGroup: Sample Group
SWST Level: 11Number of pupils: 26
<74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
National 4 7 12 17 20 17 12 7 4100 15
All pupils 2691.0 13.6 8 12 31 23 8 8 4 8 0
GenderMale 15 792.4 15.5 20 13 27 13 7 0 13 0
Female 11 989.2 10.9 0 55 18 0 9 9 0 0
Ethnic Group
White 17 1289.6 13.2 6 35 24 6 12 0 6 0
Asian 4 095.0 11.8 0 25 50 0 0 25 0 0
Black 3 095.3 22.3 33 33 0 0 0 0 33 0
Chinese 1 0100.0 0 0 0 100 0 0 0 0
Mixed 1 078.0 100 0 0 0 0 0 0 0
Free School MealsNo 22 094.2 12.2 5 36 27 9 9 5 9 0
Yes 4 5073.8 4.4 50 0 0 0 0 0 0 0
Special EducationNone 22 094.2 12.2 5 36 27 9 9 5 9 0
School Action 4 5073.8 4.4 50 0 0 0 0 0 0 0
EALNo 22 094.2 12.2 5 36 27 9 9 5 9 0
EAL 4 5073.8 4.4 50 0 0 0 0 0 0 0
Postcode
EE2 8 098.1 15.6 0 38 25 0 13 0 25 0
EE3 7 087.3 5.4 14 43 29 14 0 0 0 0
EE1 6 3377.5 6.8 33 33 0 0 0 0 0 0
EE4 5 0101.2 9.7 0 0 40 20 20 20 0 0
Page 5 07-Oct-2009© GL Assessment 2009Key: N - Number of pupils, SD - Standard Deviation.
GL Assessment is part of the Granada Learning Group.
Stand. Age Scores
NMean SD 1
Percentage of pupils in each Stanine
2 3 4 5 6 7 8 9
Single Word Spelling Test Mean Score and Stanine distribution Section BSchool: Sample SchoolGroup: Sample Group
SWST Level: 11Number of pupils: 26
<74 74-81 82-88 89-96 97-103 104-111 112-118 119-126 >126
National 4 7 12 17 20 17 12 7 4100 15
All pupils 2691.0 13.6 8 12 31 23 8 8 4 8 0
GenderMale 15 792.4 15.5 20 13 27 13 7 0 13 0
Female 11 989.2 10.9 0 55 18 0 9 9 0 0
Ethnic Group
White 17 1289.6 13.2 6 35 24 6 12 0 6 0
Asian 4 095.0 11.8 0 25 50 0 0 25 0 0
Black 3 095.3 22.3 33 33 0 0 0 0 33 0
Chinese 1 0100.0 0 0 0 100 0 0 0 0
Mixed 1 078.0 100 0 0 0 0 0 0 0
Free School MealsNo 22 094.2 12.2 5 36 27 9 9 5 9 0
Yes 4 5073.8 4.4 50 0 0 0 0 0 0 0
Special EducationNone 22 094.2 12.2 5 36 27 9 9 5 9 0
School Action 4 5073.8 4.4 50 0 0 0 0 0 0 0
EALNo 22 094.2 12.2 5 36 27 9 9 5 9 0
EAL 4 5073.8 4.4 50 0 0 0 0 0 0 0
Postcode
EE2 8 098.1 15.6 0 38 25 0 13 0 25 0
EE3 7 087.3 5.4 14 43 29 14 0 0 0 0
EE1 6 3377.5 6.8 33 33 0 0 0 0 0 0
EE4 5 0101.2 9.7 0 0 40 20 20 20 0 0
Page 5 07-Oct-2009© GL Assessment 2009Key: N - Number of pupils, SD - Standard Deviation.
GL Assessment is part of the Granada Learning Group.
8
Single W
ord Spelling Test A
nalysis by Level Section C
School:S
ample S
choolG
roup:S
ample G
roupSW
ST Level:11
Num
ber of pupils:26
Level 292
291
1Level 3
993
945
Level 454
874
-20Level 5
5917
73-14
Level 644
1562
-18Level 7
205
37-17
Breakdow
n by Spelling Level
LevelN
umber of Q
uestionsG
roup % correct
National %
correctD
ifference
Page 6
07-Oct-2009
GL A
ssessment is part of the G
ranada Learning Group.
© G
L Assessm
ent 2009
9
Sample SchoolSample Group
School:Group: Number of pupils: 26
SWST Level: 11
Single Word Spelling Test Question by Question Graph Section D
Page 7 07-Oct-2009
GL Assessment is part of the Granada Learning Group.
© GL Assessment 2009
Sample SchoolSample Group
School:Group: Number of pupils: 26
SWST Level: 11
Single Word Spelling Test Question by Question Graph Section D
Page 7 07-Oct-2009
GL Assessment is part of the Granada Learning Group.
© GL Assessment 2009
Sample SchoolSample Group
School:Group: Number of pupils: 26
SWST Level: 11
Single Word Spelling Test Question by Question Graph Section D
Page 7 07-Oct-2009
GL Assessment is part of the Granada Learning Group.
© GL Assessment 2009
10
Sam
ple School
Sam
ple Group
School:G
roup:N
umber of pupils:
26SW
ST Level:11
Single W
ord Spelling Test Q
uestion by Question Listing S
ection D
Question N
umber
Spelling LevelTarget W
ordG
roup%
Questions sorted by N
ational Percentage CorrectN
ational% D
ifference
596
4night
97-1
496
3because
960
1100
3dream
946
2100
3chair
937
396
2sticking
915
1288
2glasses
90-2
1781
5knew
89-8
692
5w
atch88
4
792
6adventure
848
2654
4disused
83-29
1385
6bridge
832
892
5w
riting81
11
3427
6laughing
79-52
3527
5w
orried78
-51
1681
5instead
783
992
5stopped
7715
2750
4churches
77-27
1192
5replied
7715
1881
6treasure
765
1977
5bouncing
752
2362
5parties
73-11
1485
6inform
ation73
12
1092
4altogether
7319
2935
5entertained
72-37
1585
6dangerous
7213
3627
4m
isunderstanding71
-44
3235
5dam
aging71
-36
2073
6respectful
712
3135
4thirsty
70-35
2850
5search
70-20
3823
6autom
atic69
-46
2462
4discovered
69-7
2262
7dictionary
69-7
2169
5com
plained69
0
3035
6paragraphs
66-31
3327
5planning
65-38
Page 8
07-Oct-2009
GL A
ssessment is part of the G
ranada Learning Group.
© G
L Assessm
ent 2009
11
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Percentage of pupils by Spelling Age equivalent bands Section: E
9:00 -9:11
7:11 orless
Average age of pupils(yrs:mnths)
Percentage of pupils by Spelling Age equivalent bands
8:00 -8:11
10:00 -10:11
Number ofpupils
12:00 -12:11
11:00 -11:11
All Pupils 26 11:06 15% 23% 12%27% 4% 19%
11 11:06 9% 27% 0%45% 0% 18%
15 11:06 20% 20% 20%13% 7% 20%Male
Female
Page 12 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Percentage of pupils by Spelling Age equivalent bands Section: E
9:00 -9:11
7:11 orless
Average age of pupils(yrs:mnths)
Percentage of pupils by Spelling Age equivalent bands
8:00 -8:11
10:00 -10:11
Number ofpupils
12:00 -12:11
11:00 -11:11
All Pupils 26 11:06 15% 23% 12%27% 4% 19%
11 11:06 9% 27% 0%45% 0% 18%
15 11:06 20% 20% 20%13% 7% 20%Male
Female
Page 12 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Percentage of pupils by Spelling Age equivalent bands Section: E
9:00 -9:11
7:11 orless
Average age of pupils(yrs:mnths)
Percentage of pupils by Spelling Age equivalent bands
8:00 -8:11
10:00 -10:11
Number ofpupils
12:00 -12:11
11:00 -11:11
All Pupils 26 11:06 15% 23% 12%27% 4% 19%
11 11:06 9% 27% 0%45% 0% 18%
15 11:06 20% 20% 20%13% 7% 20%Male
Female
Page 12 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
12
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Student Listing Section: F
Name of Student RawScore
Spelling Level Breakdown
3 4 5
Stanine PercentileRank
Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score
GroupRank*
SpellingAge
6
Age at test(yrs:mnths)
2 7
Eddie Brown 48 100 100 1008 92 1 12:00121 9311:06 100 80 Alan Watkins 48 100 100 1008 92 1 12:00121 9311:06 100 80 Sandeep Kaur 45 100 100 1007 79 3 12:00112 8711:04 100 40 Damien Price 44 100 100 1006 75 4 12:00110 8011:04 100 40 Dolly Mos 42 100 100 946 63 5 12:00105 7311:06 100 40 Kevin Moss 38 100 88 885 50 6 11:06100 6011:04 100 40 Jonathan Aransiola 36 100 88 885 42 7 10:1197 5311:05 100 20 Pierce Bowler 32 100 75 764 34 8 10:0394 4711:03 100 20 Vikram Kapoor 32 100 75 764 32 9 10:0393 4711:05 100 20 Anita Sidhu 28 100 63 654 25 10 9:0690 4011:04 100 20 Lucy Tucker 28 100 63 654 25 10 9:0690 4011:05 100 20 Johnny Fowler 28 100 63 654 25 10 9:0690 4011:04 100 20 Hugh Vincent 28 100 63 654 23 13 9:0689 4011:06 100 20 Samantha Nash 26 100 50 593 21 14 9:0588 4011:06 100 20 Caroline Bradshaw 24 100 38 533 18 15 9:0286 4011:08 100 20 Carol Dawes 24 100 38 533 18 15 9:0286 4011:06 100 20 Nina Sharma 21 100 25 473 16 17 8:0985 4011:05 100 0 Sean Peters 21 100 25 473 14 18 8:0984 4011:07 100 0 Emma Gill 20 100 25 413 14 18 8:0984 4011:05 100 0 Alison Roberts 19 100 25 413 14 18 8:0684 3311:04 100 0 Sean Gilbert 18 100 25 353 12 21 8:0682 3311:06 100 0 Matt Thomas 15 100 25 242 10 22 8:0281 2711:05 100 0 Brad Simons 12 100 25 242 7 23 7:1178 711:07 100 0 Colin Brown 11 100 25 242 6 24 7:0977 711:07 50 0 Angelina Blake 5 100 13 01 3 25 7:0371 011:07 50 0 Ben Smith 2 67 0 01 2 26 7:0069 011:07 0 0
Page 13 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group
*Group Rank based on Standard Age Score
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Student Listing Section: F
Name of Student RawScore
Spelling Level Breakdown
3 4 5
Stanine PercentileRank
Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score
GroupRank*
SpellingAge
6
Age at test(yrs:mnths)
2 7
Eddie Brown 48 100 100 1008 92 1 12:00121 9311:06 100 80 Alan Watkins 48 100 100 1008 92 1 12:00121 9311:06 100 80 Sandeep Kaur 45 100 100 1007 79 3 12:00112 8711:04 100 40 Damien Price 44 100 100 1006 75 4 12:00110 8011:04 100 40 Dolly Mos 42 100 100 946 63 5 12:00105 7311:06 100 40 Kevin Moss 38 100 88 885 50 6 11:06100 6011:04 100 40 Jonathan Aransiola 36 100 88 885 42 7 10:1197 5311:05 100 20 Pierce Bowler 32 100 75 764 34 8 10:0394 4711:03 100 20 Vikram Kapoor 32 100 75 764 32 9 10:0393 4711:05 100 20 Anita Sidhu 28 100 63 654 25 10 9:0690 4011:04 100 20 Lucy Tucker 28 100 63 654 25 10 9:0690 4011:05 100 20 Johnny Fowler 28 100 63 654 25 10 9:0690 4011:04 100 20 Hugh Vincent 28 100 63 654 23 13 9:0689 4011:06 100 20 Samantha Nash 26 100 50 593 21 14 9:0588 4011:06 100 20 Caroline Bradshaw 24 100 38 533 18 15 9:0286 4011:08 100 20 Carol Dawes 24 100 38 533 18 15 9:0286 4011:06 100 20 Nina Sharma 21 100 25 473 16 17 8:0985 4011:05 100 0 Sean Peters 21 100 25 473 14 18 8:0984 4011:07 100 0 Emma Gill 20 100 25 413 14 18 8:0984 4011:05 100 0 Alison Roberts 19 100 25 413 14 18 8:0684 3311:04 100 0 Sean Gilbert 18 100 25 353 12 21 8:0682 3311:06 100 0 Matt Thomas 15 100 25 242 10 22 8:0281 2711:05 100 0 Brad Simons 12 100 25 242 7 23 7:1178 711:07 100 0 Colin Brown 11 100 25 242 6 24 7:0977 711:07 50 0 Angelina Blake 5 100 13 01 3 25 7:0371 011:07 50 0 Ben Smith 2 67 0 01 2 26 7:0069 011:07 0 0
Page 13 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group
*Group Rank based on Standard Age Score
Single Word Spelling TestSample School
Sample Group
School:
Group: Number of Pupils: 26
SWST Level: 11
Student Listing Section: F
Name of Student RawScore
Spelling Level Breakdown
3 4 5
Stanine PercentileRank
Standard Age Score (90% Confidence Bands)Student Results sorted by Standard Age Score
GroupRank*
SpellingAge
6
Age at test(yrs:mnths)
2 7
Eddie Brown 48 100 100 1008 92 1 12:00121 9311:06 100 80 Alan Watkins 48 100 100 1008 92 1 12:00121 9311:06 100 80 Sandeep Kaur 45 100 100 1007 79 3 12:00112 8711:04 100 40 Damien Price 44 100 100 1006 75 4 12:00110 8011:04 100 40 Dolly Mos 42 100 100 946 63 5 12:00105 7311:06 100 40 Kevin Moss 38 100 88 885 50 6 11:06100 6011:04 100 40 Jonathan Aransiola 36 100 88 885 42 7 10:1197 5311:05 100 20 Pierce Bowler 32 100 75 764 34 8 10:0394 4711:03 100 20 Vikram Kapoor 32 100 75 764 32 9 10:0393 4711:05 100 20 Anita Sidhu 28 100 63 654 25 10 9:0690 4011:04 100 20 Lucy Tucker 28 100 63 654 25 10 9:0690 4011:05 100 20 Johnny Fowler 28 100 63 654 25 10 9:0690 4011:04 100 20 Hugh Vincent 28 100 63 654 23 13 9:0689 4011:06 100 20 Samantha Nash 26 100 50 593 21 14 9:0588 4011:06 100 20 Caroline Bradshaw 24 100 38 533 18 15 9:0286 4011:08 100 20 Carol Dawes 24 100 38 533 18 15 9:0286 4011:06 100 20 Nina Sharma 21 100 25 473 16 17 8:0985 4011:05 100 0 Sean Peters 21 100 25 473 14 18 8:0984 4011:07 100 0 Emma Gill 20 100 25 413 14 18 8:0984 4011:05 100 0 Alison Roberts 19 100 25 413 14 18 8:0684 3311:04 100 0 Sean Gilbert 18 100 25 353 12 21 8:0682 3311:06 100 0 Matt Thomas 15 100 25 242 10 22 8:0281 2711:05 100 0 Brad Simons 12 100 25 242 7 23 7:1178 711:07 100 0 Colin Brown 11 100 25 242 6 24 7:0977 711:07 50 0 Angelina Blake 5 100 13 01 3 25 7:0371 011:07 50 0 Ben Smith 2 67 0 01 2 26 7:0069 011:07 0 0
Page 13 07-Oct-2009
© GL Assessment 2009
GL Assessment is part of the Granada Learning Group
*Group Rank based on Standard Age Score
13
2626 26 Number of pupils
Page 1
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
Section A - Comparison of Group Scores.
The table shows the mean Standard Age Scores (SAS) for each of the two Single Word Spelling Tests andthe mean score difference between the tests for each group of pupils. A SAS comes from comparing apupil's raw score with the national standardisation sample, taking chronological age into account. Thisshows how each pupil is performing compared to the national average for their age. The national averageSAS is 100.
The table below shows the number of pupils completing each test as well the number of pupils completingboth tests.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
SWST 12 SWST 11 Completing both tests
The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (blackhorizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usuallyvery wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results foryour group do not differ significantly from the national average. The chart also shows the score distributiondisplayed as a box and whisker plot for each group of pupils. The graphic below shows an example for agroup of pupils. Half the pupils have scores within the box range which in this example is between 90 and110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% havescores below 105 (vertical black line), 75% below 110 and 95% below 125.
SAS Score Distribution
5% 25% 50%75% 95%
70 80 90 100 110 120 13060 140
2626 26 Number of pupils
Page 1
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
Section A - Comparison of Group Scores.
The table shows the mean Standard Age Scores (SAS) for each of the two Single Word Spelling Tests andthe mean score difference between the tests for each group of pupils. A SAS comes from comparing apupil's raw score with the national standardisation sample, taking chronological age into account. Thisshows how each pupil is performing compared to the national average for their age. The national averageSAS is 100.
The table below shows the number of pupils completing each test as well the number of pupils completingboth tests.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
SWST 12 SWST 11 Completing both tests
The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (blackhorizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usuallyvery wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results foryour group do not differ significantly from the national average. The chart also shows the score distributiondisplayed as a box and whisker plot for each group of pupils. The graphic below shows an example for agroup of pupils. Half the pupils have scores within the box range which in this example is between 90 and110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% havescores below 105 (vertical black line), 75% below 110 and 95% below 125.
SAS Score Distribution
5% 25% 50%75% 95%
70 80 90 100 110 120 13060 140
2626 26 Number of pupils
Page 1
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
Section A - Comparison of Group Scores.
The table shows the mean Standard Age Scores (SAS) for each of the two Single Word Spelling Tests andthe mean score difference between the tests for each group of pupils. A SAS comes from comparing apupil's raw score with the national standardisation sample, taking chronological age into account. Thisshows how each pupil is performing compared to the national average for their age. The national averageSAS is 100.
The table below shows the number of pupils completing each test as well the number of pupils completingboth tests.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
SWST 12 SWST 11 Completing both tests
The chart shows the average SAS scores for each test (red dot) with 80% confidence bands (blackhorizontal line). Confidence bands are not displayed for groups with less than 5 pupils as these are usuallyvery wide when there are few pupils. If the black horizontal line overlaps the national '100' line the results foryour group do not differ significantly from the national average. The chart also shows the score distributiondisplayed as a box and whisker plot for each group of pupils. The graphic below shows an example for agroup of pupils. Half the pupils have scores within the box range which in this example is between 90 and110. It also shows that that 5% of pupils have SAS scores below 80, 25% have scores below 90, 50% havescores below 105 (vertical black line), 75% below 110 and 95% below 125.
SAS Score Distribution
5% 25% 50%75% 95%
70 80 90 100 110 120 13060 140
14
Page 2
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
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 beone 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.
Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above theupper red dashed line they have made significantly more progress than expected, where their score is belowthe lower red dashed line they have made significantly less progress than expected. 15% of pupilsnationally are above the upper red dashed line and a further 15% below the lower red dashed line.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
Section C - Pupil Listing Ordered by Surname.The listing includes pupil’s SAS scores on each test as well as the difference in SAS scores. The progresscategory indicates if a pupil's 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% ofpupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils thathave completed just one of the two tests and no progress categories are reported for these pupils.
Page 2
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
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 beone 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.
Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above theupper red dashed line they have made significantly more progress than expected, where their score is belowthe lower red dashed line they have made significantly less progress than expected. 15% of pupilsnationally are above the upper red dashed line and a further 15% below the lower red dashed line.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
Section C - Pupil Listing Ordered by Surname.The listing includes pupil’s SAS scores on each test as well as the difference in SAS scores. The progresscategory indicates if a pupil's 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% ofpupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils thathave completed just one of the two tests and no progress categories are reported for these pupils.
Page 2
Single Word Spelling TestSchool: Sample School Section:Class/Group:
A, B, CSample Group
Single Word SpellingTestYear On YearComparisons
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 beone 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.
Nationally, around 70% of pupils are expected to be within this range. Where a pupil's score is above theupper red dashed line they have made significantly more progress than expected, where their score is belowthe lower red dashed line they have made significantly less progress than expected. 15% of pupilsnationally are above the upper red dashed line and a further 15% below the lower red dashed line.
© GL Assessment 2009 07-Oct-2009GL Assessment is part of the Granada Learning Group.
Section C - Pupil Listing Ordered by Surname.The listing includes pupil’s SAS scores on each test as well as the difference in SAS scores. The progresscategory indicates if a pupil's 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% ofpupils in the ‘Upper’ category and a further 15% in the ‘Lower’ category. The listing includes pupils thathave completed just one of the two tests and no progress categories are reported for these pupils.
15
Numberof pupils
Comparison of Group Scores
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
SWST 11 SWST 12 Difference SWST 11 SWST 12
Mean Standard Age Scores Mean Raw Scores
All Students
Gender
26
Male 15 92.4 90.7 -1.7 27.5 22.7
Female 11 89.2 95.4 6.2 25.6 26.4
91.0 92.7 1.7 26.7 24.3
Ethnic Group
White 17 89.6 91.9 2.3 25.6 23.6
Asian 4 95.0 99.8 4.8 31.5 30.8
Black 3 95.3 88.0 -7.3 27.7 19.7
Chinese 1 100.0 86.0 -14.0 38.0 17.0
Mixed 1 78.0 98.0 20.0 12.0 31.0
Free School MealsNo 22 94.2 92.8 -1.4 30.2 24.2
Yes 4 73.8 92.3 18.5 7.5 24.8
Special EducationNone 22 94.2 92.8 -1.4 30.2 24.2
School Action 4 73.8 92.3 18.5 7.5 24.8
EALNo 22 94.2 92.8 -1.4 30.2 24.2
EAL 4 73.8 92.3 18.5 7.5 24.8
Postcode
EE2 8 98.1 90.1 -8.0 33.2 21.6
EE3 7 87.3 90.3 3.0 23.9 21.7
EE1 6 77.5 94.0 16.5 12.5 26.5
EE4 5 101.2 98.6 -2.6 37.4 29.4
Page 3 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
Numberof pupils
Comparison of Group Scores
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
SWST 11 SWST 12 Difference SWST 11 SWST 12
Mean Standard Age Scores Mean Raw Scores
All Students
Gender
26
Male 15 92.4 90.7 -1.7 27.5 22.7
Female 11 89.2 95.4 6.2 25.6 26.4
91.0 92.7 1.7 26.7 24.3
Ethnic Group
White 17 89.6 91.9 2.3 25.6 23.6
Asian 4 95.0 99.8 4.8 31.5 30.8
Black 3 95.3 88.0 -7.3 27.7 19.7
Chinese 1 100.0 86.0 -14.0 38.0 17.0
Mixed 1 78.0 98.0 20.0 12.0 31.0
Free School MealsNo 22 94.2 92.8 -1.4 30.2 24.2
Yes 4 73.8 92.3 18.5 7.5 24.8
Special EducationNone 22 94.2 92.8 -1.4 30.2 24.2
School Action 4 73.8 92.3 18.5 7.5 24.8
EALNo 22 94.2 92.8 -1.4 30.2 24.2
EAL 4 73.8 92.3 18.5 7.5 24.8
Postcode
EE2 8 98.1 90.1 -8.0 33.2 21.6
EE3 7 87.3 90.3 3.0 23.9 21.7
EE1 6 77.5 94.0 16.5 12.5 26.5
EE4 5 101.2 98.6 -2.6 37.4 29.4
Page 3 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
Numberof pupils
Comparison of Group Scores
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
SWST 11 SWST 12 Difference SWST 11 SWST 12
Mean Standard Age Scores Mean Raw Scores
All Students
Gender
26
Male 15 92.4 90.7 -1.7 27.5 22.7
Female 11 89.2 95.4 6.2 25.6 26.4
91.0 92.7 1.7 26.7 24.3
Ethnic Group
White 17 89.6 91.9 2.3 25.6 23.6
Asian 4 95.0 99.8 4.8 31.5 30.8
Black 3 95.3 88.0 -7.3 27.7 19.7
Chinese 1 100.0 86.0 -14.0 38.0 17.0
Mixed 1 78.0 98.0 20.0 12.0 31.0
Free School MealsNo 22 94.2 92.8 -1.4 30.2 24.2
Yes 4 73.8 92.3 18.5 7.5 24.8
Special EducationNone 22 94.2 92.8 -1.4 30.2 24.2
School Action 4 73.8 92.3 18.5 7.5 24.8
EALNo 22 94.2 92.8 -1.4 30.2 24.2
EAL 4 73.8 92.3 18.5 7.5 24.8
Postcode
EE2 8 98.1 90.1 -8.0 33.2 21.6
EE3 7 87.3 90.3 3.0 23.9 21.7
EE1 6 77.5 94.0 16.5 12.5 26.5
EE4 5 101.2 98.6 -2.6 37.4 29.4
Page 3 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
16
Numberof pupils
Standard Age Score:Standard Age Score:
60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140
SWST 12SWST 11
130 130
Group Demographic Comparison Graphs
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
All Students
Gender
26
Male 15
Female 11
Ethnic Group
White 17
Asian 4
Black 3
Chinese 1
Mixed 1
Free School MealsNo 22
Yes 4
Special EducationNone 22
School Action 4
EALNo 22
EAL 4
Postcode
EE2 8
EE3 7
EE1 6
EE4 5
Page 4 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
Numberof pupils
Standard Age Score:Standard Age Score:
60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140
SWST 12SWST 11
130 130
Group Demographic Comparison Graphs
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
All Students
Gender
26
Male 15
Female 11
Ethnic Group
White 17
Asian 4
Black 3
Chinese 1
Mixed 1
Free School MealsNo 22
Yes 4
Special EducationNone 22
School Action 4
EALNo 22
EAL 4
Postcode
EE2 8
EE3 7
EE1 6
EE4 5
Page 4 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
Numberof pupils
Standard Age Score:Standard Age Score:
60 70 80 90 100 110 120 140 60 70 80 90 100 110 120 140
SWST 12SWST 11
130 130
Group Demographic Comparison Graphs
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section A
Year on Year SWST
All Students
Gender
26
Male 15
Female 11
Ethnic Group
White 17
Asian 4
Black 3
Chinese 1
Mixed 1
Free School MealsNo 22
Yes 4
Special EducationNone 22
School Action 4
EALNo 22
EAL 4
Postcode
EE2 8
EE3 7
EE1 6
EE4 5
Page 4 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Note: results in the table are based on pupils that have completed both tests.
17
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Progress Chart Section B
Year on Year SWST
(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir 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 identicalscores on both tests and their dots willoverlap.
(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expected to be within thisrange. Where a pupil's score is above theupper red dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.
Notes:
Page 5© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
07-Oct-2009
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Progress Chart Section B
Year on Year SWST
(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir 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 identicalscores on both tests and their dots willoverlap.
(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expected to be within thisrange. Where a pupil's score is above theupper red dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.
Notes:
Page 5© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
07-Oct-2009
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Progress Chart Section B
Year on Year SWST
(1) The x-axis gives a pupil's score on thefirst test in the series and the y-axis givestheir 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 identicalscores on both tests and their dots willoverlap.
(2) Pupils are not expected to achieveexactly the same score on both occasions.The range of expected scores on thesecond test is indicated by the upper andlower dashed lines. Nationally, around 70%of pupils are expected to be within thisrange. Where a pupil's score is above theupper red dashed line they have madesignificantly more progress than expected,where their score is below the lower reddashed line they have made significantlyless progress than expected. 15% of pupilsnationally are above the upper red dashedline and a further 15% below the lower reddashed line.
Notes:
Page 5© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
07-Oct-2009
18
Summary Table
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section B
Year on Year SWST
Difference
Mean Standard Age Score Standard Deviation
Mean Standard Age Score Standard Deviation
Difference Between Mean Scores
91.013.6
92.715.3
1.7
SWST 11
SWST 12
26 students completing both testsThe above table is based on
Group National
%%Number ofpupils
ProgressCategory
Lower
As Expected
Upper
Total
7
11
8
26
27%
42%
31%
100%
15%
70%
15%
100%
Page 6 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Summary Table
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section B
Year on Year SWST
Difference
Mean Standard Age Score Standard Deviation
Mean Standard Age Score Standard Deviation
Difference Between Mean Scores
91.013.6
92.715.3
1.7
SWST 11
SWST 12
26 students completing both testsThe above table is based on
Group National
%%Number ofpupils
ProgressCategory
Lower
As Expected
Upper
Total
7
11
8
26
27%
42%
31%
100%
15%
70%
15%
100%
Page 6 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Summary Table
School: Sample SchoolGroup: Sample Group Number of Pupils: 26
Single Word Spelling Test Section B
Year on Year SWST
Difference
Mean Standard Age Score Standard Deviation
Mean Standard Age Score Standard Deviation
Difference Between Mean Scores
91.013.6
92.715.3
1.7
SWST 11
SWST 12
26 students completing both testsThe above table is based on
Group National
%%Number ofpupils
ProgressCategory
Lower
As Expected
Upper
Total
7
11
8
26
27%
42%
31%
100%
15%
70%
15%
100%
Page 6 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
19
Pupil Listing Ordered by SurnameSingle Word Spelling Test Section C
School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 26
Year On Year SWST
Forename Date of BirthSAS Score SAS Score
Difference in SASScores Progress Category
SWST 12SWST 11Surname
Jonathan -219719/04/1998 76 Lower Aransiola Angelina 357118/02/1998 106 Upper Blake Pierce 29408/06/1998 96 As Expected Bowler Caroline 178603/02/1998 103 Upper Bradshaw Colin -37728/02/1998 74 As Expected Brown Eddie -3312120/03/1998 88 Lower Brown Carol -178615/03/1998 69 Lower Dawes Johnny -209014/05/1998 70 Lower Fowler Sean 418230/03/1998 123 Upper Gilbert Emma 28429/04/1998 86 As Expected Gill Vikram 29309/04/1998 95 As Expected Kapoor Sandeep 511224/05/1998 117 As Expected Kaur Dolly -610510/03/1998 99 As Expected Mos Kevin -1410019/05/1998 86 Lower Moss Samantha -198825/03/1998 69 Lower Nash Sean 88408/02/1998 92 As Expected Peters Damien -611003/06/1998 104 As Expected Price Alison 378409/05/1998 121 Upper Roberts Nina 128514/04/1998 97 Upper Sharma Anita 09029/05/1998 90 As Expected Sidhu Brad 207813/02/1998 98 Upper Simons Ben 226923/02/1998 91 Upper Smith Matt 98104/05/1998 90 As Expected Thomas Lucy 29024/04/1998 92 As Expected Tucker Hugh 178905/03/1998 106 Upper Vincent Alan -4912104/04/1998 72 Lower Watkins
Page 7 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Pupil Listing Ordered by SurnameSingle Word Spelling Test Section C
School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 26
Year On Year SWST
Forename Date of BirthSAS Score SAS Score
Difference in SASScores Progress Category
SWST 12SWST 11Surname
Jonathan -219719/04/1998 76 Lower Aransiola Angelina 357118/02/1998 106 Upper Blake Pierce 29408/06/1998 96 As Expected Bowler Caroline 178603/02/1998 103 Upper Bradshaw Colin -37728/02/1998 74 As Expected Brown Eddie -3312120/03/1998 88 Lower Brown Carol -178615/03/1998 69 Lower Dawes Johnny -209014/05/1998 70 Lower Fowler Sean 418230/03/1998 123 Upper Gilbert Emma 28429/04/1998 86 As Expected Gill Vikram 29309/04/1998 95 As Expected Kapoor Sandeep 511224/05/1998 117 As Expected Kaur Dolly -610510/03/1998 99 As Expected Mos Kevin -1410019/05/1998 86 Lower Moss Samantha -198825/03/1998 69 Lower Nash Sean 88408/02/1998 92 As Expected Peters Damien -611003/06/1998 104 As Expected Price Alison 378409/05/1998 121 Upper Roberts Nina 128514/04/1998 97 Upper Sharma Anita 09029/05/1998 90 As Expected Sidhu Brad 207813/02/1998 98 Upper Simons Ben 226923/02/1998 91 Upper Smith Matt 98104/05/1998 90 As Expected Thomas Lucy 29024/04/1998 92 As Expected Tucker Hugh 178905/03/1998 106 Upper Vincent Alan -4912104/04/1998 72 Lower Watkins
Page 7 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
Pupil Listing Ordered by SurnameSingle Word Spelling Test Section C
School: Sample SchoolGroup: Sample Group Number of Pupils taking at least one test: 26
Year On Year SWST
Forename Date of BirthSAS Score SAS Score
Difference in SASScores Progress Category
SWST 12SWST 11Surname
Jonathan -219719/04/1998 76 Lower Aransiola Angelina 357118/02/1998 106 Upper Blake Pierce 29408/06/1998 96 As Expected Bowler Caroline 178603/02/1998 103 Upper Bradshaw Colin -37728/02/1998 74 As Expected Brown Eddie -3312120/03/1998 88 Lower Brown Carol -178615/03/1998 69 Lower Dawes Johnny -209014/05/1998 70 Lower Fowler Sean 418230/03/1998 123 Upper Gilbert Emma 28429/04/1998 86 As Expected Gill Vikram 29309/04/1998 95 As Expected Kapoor Sandeep 511224/05/1998 117 As Expected Kaur Dolly -610510/03/1998 99 As Expected Mos Kevin -1410019/05/1998 86 Lower Moss Samantha -198825/03/1998 69 Lower Nash Sean 88408/02/1998 92 As Expected Peters Damien -611003/06/1998 104 As Expected Price Alison 378409/05/1998 121 Upper Roberts Nina 128514/04/1998 97 Upper Sharma Anita 09029/05/1998 90 As Expected Sidhu Brad 207813/02/1998 98 Upper Simons Ben 226923/02/1998 91 Upper Smith Matt 98104/05/1998 90 As Expected Thomas Lucy 29024/04/1998 92 As Expected Tucker Hugh 178905/03/1998 106 Upper Vincent Alan -4912104/04/1998 72 Lower Watkins
Page 7 07-Oct-2009© GL Assessment 2009
GL Assessment is part of the Granada Learning Group.
20
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
Contact your local consultant for further information
GLA167