Verbal Reasoning and Non-Verbal Reasoning Digital

SAMPLE REPORTS PAGE

Cover 1

Contents 2

Verbal Reasoning Standard Report - Explanation of the Verbal Reasoning Report 3

Verbal Reasoning Standard Report - Mean score and Stanine Distribution 4

Verbal Reasoning Standard Report - Group Demographic Comparison 5

Verbal Reasoning Standard Report - Pupils’ Scores Ordered by Surname 6

Reasoning Series KS Indicators Report - Explanation of the Key Stage Indicators Report 7 Also available for Non Verbal Reasoning. KS3 indicators available for age 12-14

Reasoning Series KS Indicators Report – Group Summary of Key Stage 2 Indicators 8

Reasoning Series KS Indicators Report – Group Demographic Comparison Showing Likely KS2 Levels 9

Reasoning Series KS Indicators Report – Pupils’ KS2 Indicators Listed by Surname 10

Non-Verbal Reasoning Standard Report - Explanation of the Non-Verbal Reasoning Report 11

Non-Verbal Reasoning Standard Report - Group Demographic Comparison 12

Non-Verbal Reasoning Standard Report - Score and Stanine Distribution 13

Non-Verbal Reasoning Standard Report - Pupils’ scores ordered by Surname 14

Verbal Non-Verbal Reasoning Combined Report - Explanation of the Reasoning Series Report 15-16

Verbal Non-Verbal Reasoning Combined Report - Group Demographic Comparison 17

Verbal Non-Verbal Reasoning Combined Report - Group Demographic Comparison Graphs 18

Verbal Non-Verbal Reasoning Combined Report - Pupils’ Scores Ordered by Surname 19

Verbal Non-Verbal Reasoning Combined Report – Explanation of Visual Verbal Profile Chart 20

Group Visual Verbal Learning Profile 21

Case Study 22

Contact details 23

Contents

Verbal Reasoning Digital and

Non-Verbal Reasoning Digital

Verbal Reasoning 8–13 Digital and Non-Verbal Reasoning

8–14 Digital are online versions of the well-established and

popular paper-based tests, designed to measure pupils’

ability to engage with language and context-free visual

information, to identify their wider reasoning ability and

assess their potential.

Verbal Reasoning 8–13 Digital and Non-Verbal Reasoning

8–14 Digital offer immediate scoring, supported by diagnostic

reports which illustrate the following information:

• Pupils’ results by Standard Age Score

• Comparison of group with national scores

• Comparison by gender, ethnicity, free school meals

• KS2/3 National Curriculum Level Indicators

• Pupils’ visual/verbal abilities when Verbal Reasoning

and Non-Verbal Reasoning Digital are taken together

• A Local Authority cluster report, providing results and

analysis of all schools which have taken the tests

Note: Pupil listings can be sorted by Surname or first name or

merit order based on Standard Age Scores.

11

12

13

14

15

16

17

18

19

20

VE

RB

AL

High

Low

Active talkers enjoy written work, group discussion,

essays, word games. Likely to be good in English,

MFL, history and all areas where verbal skills are

prominent.

Good with spoken and written words, but weaker

with materials such as charts, figures, diagrams etc.

Need support with visual modelling, e.g., science,

technology or geography where they are often

required to model ideas pictorially, and

other visual work such as

interpreting diagrams.

A

Struggle with both text and abstract

concepts. General issues of motivation

and self-esteem are present. Best to tap into

their interests and build upon their successes.

Target basic literacy and numeracy skills, use the

National frameworks for English and Maths, ICT

spreadsheets, clicker, games etc.

Provide structured tasks with clear directions, guidance,

support and break learning into small steps.

Will not learn by osmotic approaches, need active

methods with clear purposes (e.g. writing a letter

of complaint)C

Well balanced and strong in their abilities, good with

both text and pictures/diagrams. Will perform well in

most areas of learning.

Will be good at forming hypotheses, asking questions,

predicting, applying examples to new situations

– encourage exploration of their own ideas as

independent learners.

Develop their study skills and ability to organise

their own learning, e.g. use of library,

Internet etc.

B

Good at visualisation and

inventing solutions, but may lack facility

in dealing with verbal and written work.

Could become frustrated and develop

behavioural problems. Presenting visual/spatial tasks

and study methods may lead to an improvement in

behaviour, attitude and progress in school.

More likely than other students to prefer active learning

methods, modelling, demonstrations, films, videos,

games, simulations etc.

D

E

HighNON VERBAL

Digital Group Visual-Verbal Learning Profile - Thumbnail sketches

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

GLA175