National Curriculum Tests – Key Stages 2 & 3
Suggested assessment materials
A complete range of suitable test materials for assessment for the additional time criteria A1 to A5 is listed below. Where
tests are only appropriate for one key stage this is indicated.
A ‘Best Case Scenario’ is given to help streamline the assessment process and avoid unnecessary testing.
The tests are available from one of the following publishers:
nfer-Nelson
www.nfer-nelson.co.uk
Harcourt Assessment
www.harcourt-uk.com
Hodder Murray
www.hoddereducation.co.uk
Sentence Completion Test: Hedderley - can be downloaded from www.dyslexia-inst.org.uk
Handwriting Speed: Allcock - can be downloaded from www.patoss-dyslexia.org
ASSESSMENT MATERIALS SUITABLE FOR KEY STAGE 2 & 3 NATIONAL CURRICULUM TESTS
A1 Reading score below standardised score of 85
A2 Pupil demonstrates an increase of
A3 Free writing speed of 10 wpm or less
9 months or more in reading
[KS 2] or 15 wpm [KS 3]
comprehension with 25% additional time
Individual
Diagnostic Reading Analysis [DRA]
Gray Oral Reading Tests [Gort 4]
Graded Word Reading Test nferNelson
Test of Word Reading Efficiency [TOWRE]
Wide Range Achievement Test 3 [WRAT 3]
Edinburgh Reading Test 3 [KS 2] 4 [KS3]
Suffolk Reading Scale 2 [SRS 2]
Cloze Reading Tests - Young [ KS 2 only]
Salford Sentence Reading Test [percentile scores only]
Cloze Reading Tests - Young [ KS 2 only]
or other evidence of slow reading speed
Group or Individual
Group Reading Test [GRT11] nferNelson
Gray Silent Reading Test [GSRT]
Suffolk Reading Scale 2 [SRS 2]
Hodder Group Reading Tests
Edinburgh Reading Test 3 [KS 2] 4 [KS3]
Wide Range Achievement Test Expanded [WRAT E]
Wordchains
Group Reading Test - Young [ KS2 only]
Neale Analysis of Reading Ability NARA 11 [KS2 only]
Diagnostic Reading Analysis [DRA]
Gray Oral Reading Tests [Gort 4]
Test of Word Reading Efficiency [TOWRE]
Wordchains
Neale Analysis of Reading Ability [KS2
only]
Sentence Completion Test: Hedderley
Group & Individual Assessment of
Handwriting Speed: Allcock
A4 A standardised score below 90 using
A5 A significant discrepancy between
a test of processing speed
cognitive ability and performance
Phonological Assessment Battery [PhAB]
Comprehensive Test of Phonological
Processing [CToPP]
Key Stage 2
Verbal Reasoning Tests 10 & 11 nferNelson
Non-verbal Reasoning Tests 10 & 11 nferNelson
PIPS Performance Indicators in Primary
Schools
Ravens Coloured Progressive Matrices
Key Stage 3
Cognitive Abilities Test [CAT]
MIDYIS
Verbal Reasoning Tests 12 & 13 nferNelson
Non-verbal Reasoning Tests 12 - 14 nferNelson
Ravens Standard Progressive Matrices
Key Stage 2/3
Naglieri Non-verbal Ability Test [NNAT]
Matrix Analogies Test [MAT]
Kaufman Brief Intelligence Test [K.BIT]
WRAT E Non-verbal Reasoning
Best Case Scenario
Tests should be:
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Up to date and fully standardised
Age appropriate with ceiling level equivalent to, or above, the chronological age of the pupil
Completed since the start of Year 5/Year 8 [except ability scores – Year 4/Year 7]
Time and cost effective
Easy to administer and score
Useful for screening arrangements where possible
A1
Year group screening e.g.
Group Reading Test [GRT 11] nferNelson,
Suffolk Reading Scale [SRS 2]
A2
Suffolk Reading Scale, Diagnostic Reading Analysis
A3
Sentence Completion Test or 20 minutes free writing
A4
Phonological Assessment Battery [PhAB]
A5
PIPS [Performance Indicators in Primary Schools] non-verbal reasoning score
MIDYIS/CAT non-verbal reasoning score
or Verbal/Non-Verbal Reasoning - nferNelson
Frequently asked questions
These will be up-dated in response to queries from schools.
 Does a pupil have to be on the SEN register to be allowed access arrangements – in particular additional time?
No, access arrangements are open to any pupil where the circumstances are appropriate, whether or not they are on the
SEN register. [Answer provided by Caroline Read @ communicate-ed.org.uk , trainer in access arrangements for JCQ]
 What is considered to be slow reading speed?
There is no definitive guidance on this at the moment. The Diagnostic Reading Analysis gives the following:
Age 10:6 – 10:11 the average range is 38 – 105 wpm
Age 11:0 – 11:5
31 – 105 wpm
Age 13:6 – 13:11 the average range is 50 – 145 wpm
Age 14:0 – 14:5
45 – 135 wpm
Therefore, as an approximate guide, any pupil with a reading speed of below 40 wpm [KS 2] or below 50 wpm [KS3] could
be considered.
 Do the cognitive ability scores have to be from Year 5/Year 8?
No, it is acceptable for these to be earlier – from Year 4 for KS2 or Year 7 for KS3. See Assessment and Reporting
Arrangements 2006 – KS2 page 53, KS3 page 64.
 Is it still possible for a reader to work with a group of pupils?
Yes, but they must respond to one pupil at a time. The pace of the test should be dictated by individual pupils and not by
the reader.
How do I demonstrate criterion A5 ‘A significant discrepancy between cognitive ability and performance’?
You would need to have evidence of ‘at least average’ [standardised scores of 90 or above] verbal reasoning, non-verbal
reasoning or quantitative [maths reasoning] scores alongside ‘below average’ literacy scores [standardised scores of
below 85]. The best evidence would be to use a non-verbal score eg. From PIPS, MIDYIS or CAT. If this is not available,
then an nfer-Nelson non-verbal score would be suitable.
Learning Support Team
Specialist Teaching Service
Leicestershire Education Authority
February 2006
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