Test identification

Name of test National Test-style Standardised Assessment (NTS Assessment) Reading
Version
Previous version(s)
Subjects Literacy
Summary Familiarise pupils with National Test-style reading and mathematics papers, while measuring termly performance from Years 1 to 6.

Assessment screening

Subscales Reading
Additional References n/a
Authors Madeleine Barnes, Trevor Dixon, Shareen Mayers, Siobhan Skeffington, Marie Lallaway, Sarah-Anne Fernandes
Publisher RS Assessment from Hodder Education
Test source https://www.risingstars-uk.com/subjects/assessment/nts-assessments
Guidelines available? Yes
Norm-referenced scores. Yes
Age range 5-11 Years
Key Stage(s) applicable to KS1, KS2
UK standardisation sample Yes
Publication date 2019
Re-norming date n/a

Eligibility

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 (spelling and grammar for year 1 only)
Are additional versions available? There are different test papers for each term between year 1 and year 6 - so 18 papers.
Can subtests be administered in isolation? n/a
Administration group size small group, whole class
Administration duration varies depending year group and term, but approx 40 mins for autumn tests, 50 mins for spring tests and 60 mins for summer tests.
Description of materials needed to administer test pencil or paper, answer books and reading papers
Any special testing conditions? the tests are ideally presented in mid November, mid March and mid June. The autumn and spring tests are shorter, while the summer test mimics a full SATs paper, but based on content for that year group.

Response format

Response mode Paper and pencil
Queston format. mixed
Progress through questions flat

Assessor requirements

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

Scoring

Description of materials needed to score test scoring can be done using the test guidance manual or online
Types and range of available scores age standardised score (70-130), standardised score (70-130), scales score correlations, performance indicators, reading age equivalent score (4;4-12;7), NTS scale
Score transformation for standard score age standardised - in comparison to others the same age in that year group; standardised - in comparison to others in that year group.
Age bands used for norming 1 month
Scoring procedures simple manual scoring - clerical skills required
Automatised norming bureau service

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) Face validity is high - the mapping from national curriculum content is very detailed and clear in the Reading Key Stages 1 and 2 Test Guidance. The tests are developed to closely mimic the SATs tests. However, construct validity is not measured statistically.

Criterion Validity

Does test performance adequately correlate with later, current or past performance?
Summarise available comparisons The publishers have calculated the prediction from scores on the test to SATs scores in the same school year and use this to provide predicted SATs scores. However the Reading Key Stages 1 and 2 Test Guidance does not detail how closely the two factors correlate.

Reliability

Is test performance reliable?
Summarise available comparisons Internal consistency is good-excellent; Cronbachs alpha and SEM is reported for each test paper (p61 of the test guidance). Values range between .83 and .91 . SEM is also reported for each test paper, and ranges from 2.2 to 3.3. The tests therefore show good reliability (excellent, for reading comprehension!). Temporal stability and equivalence reliability are not presented.

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. Large representative sample. Good range of information to confirm that the schools used were varied and representative of English schools as a whole. Overall measures of disadvantage and attainment for the schools reflected English averages

Sources

Sources Madeleine Barnes, Wilkinson, S., Skeffington, S., & Lallaway, M. (2020). National Test-style Standardised Assessments: Reading. Key Stages 1 & 2 Test Guidance. London, UK: RS Assessment from Hodder Education.