Test identification

Name of test New Group Spelling Test
Version NGST
Previous version(s)
Subjects Literacy
Summary A digital adaptive assessment which allows termly monitoring of spelling skills.

Assessment screening

Subscales Single word section, spelling in context section
Additional References n/a
Authors National Foundation for Education Research
Publisher GL Assessment
Test source https://www.gl-assessment.co.uk/products/new-group-spelling-test-ngst/
Guidelines available? Yes
Norm-referenced scores. Yes
Age range 6-14 + Years
Key Stage(s) applicable to KS1, KS2, 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

Are additional versions available? 3 alternate forms of equivalent difficulty (A, B, C) intended to be used at 3 time points across the academic year.
Can subtests be administered in isolation? No. However, test is adaptive beginning with single word section. If a student achieves a very low score in the single word section they will not progress to spelling in context.
Administration group size Whole class
Administration duration Variable, usually 20-25 minutes to complete the test.Recommends allowing 40 minutes to introduce and administer the test.
Description of materials needed to administer test Each student will need:Computer/tabletMouseKeyboardHigh quality set of headphonesAccess to Testwise
Any special testing conditions? Formal test environment, quiet room without interruptions.

Response format

Response mode Electronic
What device is required Computer/Tablet
Queston format. Open ended
Progress through questions Adaptive

Assessor requirements

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


Description of materials needed to score test Scoring is automatic in testwise
Types and range of available scores Standard age scores (SAS, ), Stanine scores (1-9), National percentile ranks (0-100),Group rank (dependent on group size),Spelling ability scale (a developmental scale which accounts for item difficulty and can be used to track progress over time, 0-600)Spelling age equivalent score,Analysis of responses by question (lists the words attempted, accuracy, actual response, and spelling rule of interest)
Score transformation for standard score Age standardised
Age bands used for norming not clear
Scoring procedures computer scoring with direct entry by test taker
Automatised norming Computerised/online

Construct Validity

Does it adequately measure literacy, mathematics or science?
Does it reflect the multidimensionality of the subject? Specific literacy (spelling)
Construct validity comments (and reference for source) The technical information indicates that a large pool of potential test items were developed by English subject leaders, and trialled in January/February 2017 prior to selection of items for the final test forms and standardisation. However, those development trials were conducted using non-adaptive paper-based format.There is no discussion of the theoretical foundations of the construct or summary of relevant research.No statistical measures of validity are presented.

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 The technical information indicates excellent internal consistency (cronbach's alpha >.95, SEM of SAS 3.4).No measures of temporal stability or equivalence reliability provided.

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. Standardisation took place in May/June 2017 (note that this is towards the end of the academic year).Standardisation with excellent sample size (7443, with over 744-1063 pupils per year group). Stratified sample of schools but no demographics are reported and it is unclear how participants were recruited into the standardisation trial and whether this may have biased the sample.


Sources GL Assessment. (2018). NGST: Guidance and information for teachers. Retrieved from https://www.gl-assessment.co.uk/media/271670/ngst-guidance-for-teachers-lk-260218.pdfGL Assessment. (2018). Technical Information: New Group Spelling Test (NGST). Retrieved from https://www.gl-assessment.co.uk/media/294738/ngst-technical-final-proof.pdfGL Assessment. (2017). NGST: Individual student report for teachers. Retrieved from https://www.gl-assessment.co.uk/media/220081/ngst-isrt-sample-report.pdfGL Assessment. NGST: tablet spellchecker-instructions. Retrieved from https://www.gl-assessment.co.uk/media/220168/tablet-spellchecker-instructions.pdfGL Assessment. (2017). NGST Group report for teachers. Retrieved from https://www.gl-assessment.co.uk/media/220078/ngst-grt-sample-report.pdfGL Assessment. (2018). NGST spelling rules. Retrieved from https://www.gl-assessment.co.uk/media/220137/ngst-spelling-rules.pdfGL Assessment. (2017). NGST: Group progress report for teachers. Retrieved from https://www.gl-assessment.co.uk/media/294714/ngst-sample-report-two-points-of-testing.pdf