Test identification

Name of test Access Reading Tests - Third Edition
Version Third Edition (ART3)
Previous version(s) ART, ART2
Subjects Literacy
Summary Assessment to identify strengths and weaknesses in key reading skills. A wide-ranging, standardised and flexible assessment for pupils aged between 7 and 20.

Assessment screening

Subscales Scores for 4 different strands (literal comprehension, vocabulary, comprehension requiring inference and comprehension requiring analysis). However they are all administered within the same test (not subtests)
Additional References n/a
Authors Mary Crumpler & Colin McCarty
Publisher RS Assessment from Hodder Education
Test source https://www.risingstars-uk.com/subjects/assessment/art
Guidelines available? Yes
Norm-referenced scores. Yes
Age range 11-14 Years
Key Stage(s) applicable to KS3
UK standardisation sample Yes
Publication date 2018
Re-norming date n/a


Validity measures available? Yes
Reliability measures available? Yes
Reason for exclusion from shortlist shortlisted

Evaluation and Appraisal

Additional information about what the test measures Reading (comprehension, vocabulary)
Are additional versions available? Forms A and B are parallel forms for upper primary or lower secondary. Forms C and D are parallel forms for upper secondary or adulthood. There is an ART interactive version (digital) as well as the paper version.
Can subtests be administered in isolation? no
Administration group size individual, small group, whole class
Administration duration 30 minutes
Description of materials needed to administer test booklet and pen or pencil. Interactive version on computer or tablet
Any special testing conditions? n/a

Response format

Response mode Electronic OR Paper and pencil
What device is required computer or tablet
Queston format. multiple choice
Progress through questions Flat

Assessor requirements

Is any prior knowledge/training/profession accreditation required for administration? Not stated (no)
Is administration scripted? No


Description of materials needed to score test User manual
Types and range of available scores raw scores,percentiles,age standardised scores (by age (range 70-130) and cohort/year (range 60-149)),reading age equivalents (5;6 years to 20 years),patterns of strength and weakness
Score transformation for standard score Two alternative standardised scores: (1) by year cohort and (2) age standardised scores
Age bands used for norming 1 month for age standardised scores below age 12, 2 months for scores age 12;0 and above.
Scoring procedures simple manual scores key - clerical skills required OR computer scoring with manual entry of responses from paper form using an online service
Automatised norming online

Construct Validity

Does it adequately measure literacy, mathematics or science?
Does it reflect the multidimensionality of the subject? Specific literacy (reading comprehension)
Construct validity comments (and reference for source) Specific measure of literacy measuring reading comprehension. The correlation between age and raw performance is reported: form A pearsons r = .713; form B pearsons r = .633. No correlations with age reported for forms C and D.No measures of construct validity are reported in the administration manual (McCarty & Crumpler, 2018).

Criterion Validity

Does test performance adequately correlate with later, current or past performance?
Summarise available comparisons n/a


Is test performance reliable?
Summarise available comparisons Excellent internal consistency is reported in the administration manual for forms A (cronbachs alpha 0.95) and B(cronbach's alpha 0.94), but not for forms C and D (McCarty & Crumpler, 2018). However, no information is given about the sample.Good equivalence reliability is reported in the administration manual (McCarty & Crumpler, 2018), but only for a restricted age range (11-14 years) and only for 2 forms. Correlations between two different forms of the test taken within two weeks of each other were between 0.79 and 0.85. Authors report that this study wa with a large and representative sample of Year 7, 8 and 9 pupils from 10 secondary schools.

Is the norm-derived population appropriate and free from bias?

Is population appropriate and free from bias? No
If any biases are noted in sampling, these will be indicated here. Norming sample size is excellent, however no information is given about sample selection or representativeness.All testing for forms A and B took place between Sept and Dec 2005, i.e. at the start of the school year, so may not reflect performance at other points in the school year. In 2013, students in years 7, 8 and 9 took two of the four forms. Forms A and B were presented in an invariant order (e.g. A followed by B), which may result in order effects.


Sources McCarty, C., & Crumpler, M. (2018). Access Reading Tests: Forms A, B, C & D: Third Edition manual. London, UK: RS Assessment from Hodder Education.