All NFER Tests provide age-standardised and standardised scores based on large and representative national samples.
Progress within a school year
When used throughout the school year, NFER Tests can be used to evidence progress made in the year. For example having termly tests for years 3, 4 and 5 can now offer 3 points across the school year to take a snapshot of pupil’s attainment and keep track of progress.
Progress year on year
When used together, summer tests will enable progress to be measured from one year to the next. For example, teachers will be able to look at the amount of progress made by a pupil who took the Year 3 summer reading test and then the following year took the Year 4 summer reading test.
Standardised and age-standardised scores
NFER Tests provide standardised and age-standardised scores which have been nationally benchmarked with a large representative sample.
NFER Tests Suite 2 provides both standardised and age-standardised scores. These are based on a normal distribution of scores with a mean (average) of 100 and a standard deviation of 15, meaning that about 67% of pupils will achieve a standardised score between 85 and 115. The scaled score of 100 defined by the Department for Education as the national expectation at the end of Key Stage 2 is not the same as, nor equivalent to, a standardised score of 100 on NFER Tests.
At primary school older pupils in the year group typically have slightly higher average raw scores than younger children in the year. NFER’s age standardisation takes this into account by enabling you to compare a pupil with other pupils of the same age (for example in years and months) on the test.
Age-related expectations in the national curriculum
The result from the summer reading or mathematics tests contributes to the judgement of whether a pupil is meeting the standards expected in the national curriculum. A series of standard setting meetings involving over 100 teachers provided evidence about the challenge in these tests in relation to the national curriculum expectations. Using a method known as bookmarking, teachers used their expertise and understanding of the curriculum to define expectations for each year.