Using the New Group Reading Test (NGRT) with Bilingual Pupils: Guidance for Schools

To be read in conjunction with ‘Assessing Bilingual Learners’ at:

http://www.ealedinburgh.org.uk/cms/assessingbilearners.php

Use

City of Edinburgh schools currently administer the NGRT (a standardised school-based test of reading ability) at the end of P4, P7 and S2. The scores are used together with Curriculum for Excellence levels to group / set pupils in English and to measure progress in reading.

Aims

In Edinburgh schools, the test is used with the aims of:

·  Providing information for grouping and setting

·  Identifying pupils with exceptional performance below or above average who may require specific intervention, enrichment, extension or acceleration

·  Providing a baseline against which the progress of individual pupils can be measured

Issues for Bilingual Learners

Using standardised, norm-referenced educational or psychometric tests to assess pupils with EAL is problematic on several counts. Firstly, most tests have been developed for and with monolingual English language majority children with these scores taken as a norm. Secondly, norm-referenced tests often reflect the language styles and culture of white, middle-class, British or American test producers. Lastly, translation of language tests is not appropriate as word frequency, word order cues and other assessed elements vary across languages, making the translated test invalid.

All items in the NGRT are multiple-choice completion. This means that it is possible for a complete beginner in English to achieve a score without any knowledge of the language. Furthermore, written tests do not measure all different aspects of language (e.g. spoken, conversational language) and therefore do not take account of significant areas of language development for an emerging bilingual.

The NGRT is adaptive so that a learner with low scores will move to the phonics section. However the phonics questions require knowledge of English vocabulary and English letter – sound relationships. This could prove impossible for a beginner to English who may well have similar age-appropriate transferable skills in his/her home language.

If bilingual learners are inappropriately placed in a low ability group on the basis of their reading test score, they will not benefit from the level of cognitive challenge or linguistically rich and supportive peer environment which would promote their learning and English language acquisition and allow them to achieve their potential.

Administration / when not to test

Bilingual learners are not entitled to any additional support for this test.

If a pupil has been assessed by an EAL Teacher to be at Stage 1 of English language acquisition, the NGRT will not yield any useful information about the pupil’s ability or potential in English language or any other curricular area. Newly-arrived pupils should be allowed time to settle and to activate prior knowledge of English before testing takes place. Teachers should seek advice from the EAL teacher in school or contact the EAL Service.

Interpreting Results

If a bilingual pupil presents with a low score, it is very important that this score is not used to place the pupil in groups or sets. Bilingual pupils should be grouped according to cognitive ability, not level of English. For further guidance on pupil placement see:

http://www.ealedinburgh.org.uk/cms/pupilplacement.php

Individual standardised scores are best interpreted in relation to a wider knowledge of the bilingual learner. A holistic picture includes information about prior attainment, current attainment in other areas of the curriculum, progress to date in acquiring English (see EAL Profile of Competence) and other aspects of language ability, especially first language skills. It also includes consideration of the learner’s health and well-being and home background. (see ‘Alternative Methods of Assessment’ – below)

What does a low score mean?

NGRT scores can only give an indication of a bilingual learner’s reading level in English at a particular stage in their acquisition of the language. For pupils at Stage 1 of English language acquisition, the score will be meaningless. For pupils at Stages 2-3, the test will give a partial indication of their reading competence. For pupils at Stages 4 or 5, the NGRT score may give a more valid indication.

What other information do I need to interpret this score?

·  How long has the pupil been exposed to English?

·  Is their acquisition of English language progressing within the expected range for a pupil of a similar background and with a similar length of exposure to English?

·  What was their previous level of attainment in home language and maths?

·  What is their current level of attainment in maths?

The EAL teacher in school or the EAL Service can advise and support the school to gather this information.

Alternative methods of assessment

Given the difficulties with standardised assessments outlined above and the NGRT in particular, it is important to use alternative methods of assessment to build a holistic profile for bilingual pupils. These may include:

·  EAL Profile of Competence

·  number-based maths tests

·  non-verbal cognitive ability tests (although CAT tests should be selected carefully with regard to cultural bias and an interpreter may be required to ensure that the pupil understands the instructions)

·  information about previous level of attainment in their home language, maths and other curricular areas

·  curriculum-based, formative assessment

The EAL teacher in school can advise on and contribute to building a holistic profile for bilingual learners to inform teaching and placement in groups.

2

CEC EAL Service/New Group Reading Test/Guidance/ March 2014