Basic Number Diagnostic Test

The Basic Number Diagnostic Test profiles key aspects of developing numeracy - from reciting and writing numbers to simple addition and subtraction. Its main purpose is to show what a child can and cannot do, to determine specific teaching objectives, and to follow up those children identified as needing learning support. To this end, the test provides a standardised, diagnostic assessment which will help teachers to:

• pinpoint the bottom 20% before problems become severe;
  
• diagnose and profile each child's strengths and weaknesses in early numeracy;
  
• match teaching activities and strategies to each child's needs.

Designed for individual use with children in the age-range 5-7 and with older children experiencing difficulties with number skills, the test takes just 15-25 minutes to administer and score, and makes no demands on reading ability. The test is intended to be given at regular intervals so that progress can be charted and teaching objectives revised: where appropriate, test and retest items are included.

The Teacher's Manual explains how to interpret and use the results, with half of the book devoted to 'targeted' teaching strategies and classroom activities.

Basic Number Screening Test

A revised and redesigned edition of this quick, reliable test of number skills and concepts! The content reflects National Numeracy Strategy teaching progression from Years 1 to 5, with a focus on children's understanding of the number system and ability to carry out mental operations. Ideal for identifying children whose number attainments are low for their age, or who are failing to make continued progress.

• Gives norms as Number Ages, percentiles and quotients for each 6-month age group from 7 to 12
• Provides a quick 'special needs indicator' for children falling in the bottom 20% of their age-group
• Instructions are given verbally: no reading is involved
• Can be given to a whole class, a group, or individually
• Parallel forms help minimise copying and/or allow retesting

Secondary Screening Profiles

The Secondary Screening Profiles comprise three tests which give an objective assessment and profile of pupils' skills in reading, mathematics and reasoning at ages 10 to 13. Each test is simple and quick to administer and mark, and can be used singly or as part of the complete battery. The profile generated by the tests complements and gives an external reference to National Curriculum assessments at the end of Key Stage 2.

The key purpose of the Secondary Screening Profiles is to enable the school to identify pupils' individual strengths and weaknesses on entry to secondary school, and to generate a 'baseline' against which to evaluate subsequent attainment. The Profiles also provide a standardised basis for screening for special educational needs. All of the questions are multiple-choice, allowing quick, accurate and unambiguous marking.

• The Reading test gives an objective measure of performance in comprehension, vocabulary and understanding points of view.
• The Mathematics test is designed to be independent of maths teaching schemes, and assesses number and algebra, shape, space and measures, and data-handling skills.
• The Reasoning test includes a wide range of questions assessing both verbal and non-verbal (numerical and visual) skills, and is a useful predictor of future school attainment.

Edinburgh Reading Test 4

Quick and easy to administer to individual pupils or whole classes in a single session of 45– 50 minutes, the new ERT4 now provides extended norms which allow effective monitoring to age 16+. Fully restandardised for use from age 11: 7, ERT4 can be used in the secondary school as a baseline measure for value- added analyses and target- setting, while also providing well- founded indicators of likely performance.

The ERT4 diagnostic profile highlights Skimming, Vocabulary, Reading for facts, Points of view, and Comprehension.
ERT4 is also recognised by the Joint Council for Qualifications to support examination concessions (allowing extra time) for pupils with special needs. Now with norms to 16:6, the test will support claims for special examination access arrangements for pupils taking GCSEs, GNVQs and A levels. Effectively, 16+ norms are applicable to adults, greatly extending the range of contexts in which the test can be used.