Test identification

Name of test Lucid Exact, 7th Edition
Version 7th Edition
Previous version(s) 1st, 2nd, 3rd, 4th, 5th, and 6th Editions
Subjects Literacy
Summary Exact is a literacy test that makes it easy to screen all your pupils to identify who may be entitled to extra exam access arrangements, enabling you to support pupils’ learning needs from the outset.

Assessment screening

Subscales Word recognition, reading comprehension and reading speed, spelling, typing to dictation, handwriting to dictation
Additional References Horne, J. (2002). Development and Evaluation of Computer-based Techniques forAssessing Children in Educational Settings. (PhD). University of Hull,Horne, J. (2007). Gender differences in computerised and conventional educational tests. Journal of Computer Assisted Learning, 23(1), 47-55.Horne, J., Ferrier, J., Singleton, C., & Read, C. (2011). Computerised assessment of handwriting. Educational and Child Psychology, 28(2), 52-66.
Authors Jonathan Ferrier and Joanna Horne
Publisher Lucid/GL Assessment
Test source https://www.gl-assessment.co.uk/products/exact/
Guidelines available? Yes
Norm-referenced scores. Yes
Age range 11-24 Years
Key Stage(s) applicable to KS3, KS4, KS5
UK standardisation sample Yes
Publication date 2019
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 Measures multiple areas of literacy - word reading, reading comprehension, spelling, handwriting to dictation, typing to dictation
Are additional versions available? There are other versions of Lucid available. This is Lucid Exact.
Administration group size Individual
Administration duration 30-40 minutes
Description of materials needed to administer test computer, headphones or speakers
Any special testing conditions? retesting is not recommended

Response format

Response mode Electronic OR Paper and pencil
What device is required computer
Queston format. mixed
Progress through questions adaptive

Assessor requirements

Is any prior knowledge/training/profession accreditation required for administration? no
Is administration scripted? Yes


Description of materials needed to score test scoring is done online
Types and range of available scores age standardised score, percentile score, age equivalents
Score transformation for standard score age standardised
Age bands used for norming 3 month
Scoring procedures computer scoring with direct entry by test taker
Automatised norming computerised

Construct Validity

Does it adequately measure literacy, mathematics or science?
Does it reflect the multidimensionality of the subject? Generic literacy
Construct validity comments (and reference for source) Construct validity is indexed in Understanding Exact (Ferrier & Horne, 2019) by reporting correlations with other established tests. These correlations are excellent for the word reading measure (0.80 and 0.84 with TOWRE, 0.70 with WRAT reading) and the spelling measure (0.91 with WRAT spelling), good for comprehension (0.73 with Edinburgh Reading Test), and for reading speed (0.70 with Edinburgh reading test), and weaker for handwriting speed (0.54 with the Hedderely Sentence Completion test), though the Hedderley is an imperfect measure of writing speed (as it has high comprehension demands).

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 Two measures of reliability are reported in Understanding Exact (Ferrier & Horne, 2019). Cronbach’s alpha indicated excellent-good internal consistency: word recognition overall: 0.93; word recognition regular words score: 0.97; word recognition irregular words score: 0.96; reading comprehension accuracy form A: 0.81; reading comprehension accuracy form B: 0.80; reading comprehension speed form A: 0.84; reading comprehension speed form B: 0.83; spelling overall score: 0.91; spelling regular words score: 0.94; spelling irregular words score: 0.88; typing speed: 0.93; handwriting speed: 0.93. Correlations between alternate forms were explored in a study of 373 11 to 16-year-old students from one secondary school in South London. Note that with a test-retest interval of 6 months, this is a combined measure of temporal stability and equivalence reliability. Correlation coefficients were variable across the different subtests; spelling 0.757; reading comprehension accuracy 0.614; reading comprehension speed 0.511. Word reading and writing/typing were not tested. Mean scores and variances were similar for forms A and B.

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

Is population appropriate and free from bias? Yes
If any biases are noted in sampling, these will be indicated here. Little information is given about recruitment or sampling for norming. However Understanding Exact (Ferrier & Horne, 2019) reports that the sample was selected from 17 schools to give representative spread.


Sources Ferrier, J., & Horne, J. (2019). Understanding Exact: Digital Literacy Assessment for 11 to 24 years. London, UK: GL Assessment.