Test identification

Name of test Progress Test in English
Version Progress Test in English Paper Level 5-14; Progress Test in English Digital Level 7-14
Previous version(s) Progress Test in English Paper Level 5-14; Progress Test in English Digital Level 7-14 have replaced the older Progress in English (PiE) and Progress in Writing (PiW)
Subjects Literacy
Summary A standardised assessment of students’ technical English skills (spelling, grammar and punctuation), reading comprehension and phonics for the youngest children.

Assessment screening

Subscales Vary dependent on test;Phonic knowledge;SpellingGrammar and PunctuationReading Comprehension (narrative, non-narrative, authorial technique, retrieval, simple inference, complex inference)"
Authors GL Assessment
Publisher GL Assessment
Test source https://www.gl-assessment.co.uk/products/progress-test-in-english-pte/
Guidelines available? Yes
Norm-referenced scores. Yes
Age range 5-14 Years
Key Stage(s) applicable to KS1, KS2, KS3
UK standardisation sample Yes
Publication date 2015
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 various aspects of literacy attainment including phonic knowledge (PTE5 only), spelling, punctuation and grammar, reading comprehension
Are additional versions available? Different form for each year group. Digital and paper versions are available.PTE5 Tests phonic knowledge and reading comprehension;PTE6 and PTE7 tests English Skills (Spelling, punctuation and grammar) and Comprehension;PTE8 - PTE14 tests English Skills (Spelling, punctuation and grammar) and Comprehension (Narrative, Non-narrative)
Can subtests be administered in isolation? No
Administration group size small group, whole class
Administration duration Not timed tests, examinees should be given as long as needed.Levels 5-7 should take 45-60 minutes.Other levels should take no more than 60-75 minutes.Tests can be administered in 2 parts.
Description of materials needed to administer test Paper version: Pupil booklet for each examinee,Writing implementDigital version:Computer (keyboard, mouse)HeadsetTeacher and pupil access to Testwise (assessment platform)
Any special testing conditions? Formal test environment

Response format

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

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 No self-scoring available - computerised or bureau service only.
Types and range of available scores Raw Score, number of questions attempted, percentage accuracy broken down by question, or by curriculum content area (English skills: Spelling, English skills: Grammar and Punctuation, Reading Comprehension: Narrative, Reading Comprehension: Non-Narrative), also provides analysis of reading comprehension categories (authorial technique, retrieval, simple inference, complex inference)Stanines (1-9, ST overall), Standard Age Score (70-130, SAS), National Percentile Rank (1-99, NPR),Group Ranked (dependent on group size, GR)End of KS2 indicators for Spelling, Punctuation and Grammar and Reading Comprehension (80-120, intended to match SAT scaled scores)PTE7 onwards reports stanines for English skills (spelling, grammar and punctuation) and reading comprehension separately, and offers GCSE Indicator
Score transformation for standard score Age standardised
Age bands used for norming Not stated
Scoring procedures Computer scoring with direct entry by test taker/Bureau service (scored by publisher)
Automatised norming Computerised/Bureau service

Construct Validity

Does it adequately measure literacy, mathematics or science?
Does it reflect the multidimensionality of the subject? There is good evidence for face validity, with a good deal of descriptive explanation of test development, including detailed explanation of how the tests align to national curriculum presented in the Teachnical information and Links to National Curriculum documents. There was substantial trialling of items and analysis of discriminant validity between high and low performers at the item level before selecting items for the final version and re-standardising. However, these analyses are not presented for evaluation.The only measure of construct validity that is reported correlates performance on the PTE with PiE (a previous version of the test), this shows excellent correlations (r .83-.85) but is not an independent measure of validity.
Construct validity comments (and reference for source) Generic literacy measure with specific subtests

Criterion Validity

Does test performance adequately correlate with later, current or past performance?
Summarise available comparisons No information provided, despite tests producing predictions in terms of KS2 and GCSE outcomes.


Is test performance reliable?
Summarise available comparisons Excellent internal consistency is reported however little information about the sample, Cronbach's alpha >.9 except for PTE5 (.83-.94, see p3 of technical information for test specific reliabilities); SEM 3.7-6.1 (see p3 of technical information for test specific reliabilities)90% SAS confidence bands 6.3-9.3 (see p3 of technical information for test specific reliabilities).

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. Standardisation does not differentiate between digital and paper version.Standardisation sample are independent from trial sample. Separate standardisations conducted from United Kingdom and for Northern Ireland.Standardisation took place between February and June 2014 (except for PTE11T which was standardised in September and October 2014)Sampling was stratified at school level, by country, independent/grammar school, school performance based on Key Stage 2/GCSE outcomes. However, little information provided about the demographics of the population making it difficult to assess bias.


Sources GL Assessment (2015). Progress Test in English: Digital Edition. Administration instructions for all levels. GL Assessment.GL Assessment (2015). PT English: Technical Information. GL Assessment. Available at https://www.gl-assessment.co.uk/media/1366/pte-technical-information.pdfGL Assessment (2015). Progress Test Series: Assessment Overview. GL Assessment. Available at https://www.gl-assessment.co.uk/media/205577/ptseries_assessment_overview1.pdf GL Assessment. (2015). PTE Links to National Curriculum. Retrieved from https://www.gl-assessment.co.uk/support/pte-product-support/pte-test-level-age-guide/GL Assessment (2015). The Progress Test Series: Primary and Secondary Sample Reports. GL Assessment. Available at https://www.gl-assessment.co.uk/media/182406/pt-series-sample-report-11-7.pdf