Gl Assessment

The GL Progress Tests are standardised, curriculum-based assessments designed to measure students' knowledge, understanding, and application of skills in English, Mathematics (for Grades 1 to 9), and Science (for Grades 2 to 9). They assess both attainment and the depth of learning, with a particular focus on problem-solving, reasoning, and applying knowledge in unfamiliar contexts — skills that closely reflect the inquiry-based, concept-driven nature of the IB curriculum.

Each Progress Test provides:

• Detailed reports for teachers at both group and individual levels

• Question-level analysis to pinpoint specific areas of strength and development

• Comparative age-standardized scores (SAS) to track progress over time against international benchmarks

Students will sit the GL Progress Tests twice a year:

• At the beginning of the academic year (September): This will establish a clear baseline of each student’s current knowledge and skills.

• At the end of the academic year (June): This will measure progress made across the year, providing valuable evidence of individual and cohort growth.

The results from these assessments will support teachers in tailoring instruction, refining curriculum planning, and providing targeted interventions where needed.

• Closer Alignment with the IB Curriculum
  The GL Progress Tests assess conceptual understanding and application of knowledge in a way that mirrors the aims of the IB programme, providing a more authentic measure of student learning.

• More Detailed, Actionable Feedback for Teachers
  The depth of reporting available from GL Progress Tests allows teachers to identify learning gaps and strengths at both a subject and skill level, leading to more effective, responsive teaching.

• Integration with Our Existing GL Assessment Suite
  This change ensures our assessment data can be effectively triangulated with other GL products we already use, including:

  • PASS (Pupil Attitudes to Self and School)

  • NGRT (New Group Reading Test)

  • CAT4 (Cognitive Abilities Test)

Together, these tools offer a comprehensive picture of each learner’s abilities, progress, attitudes, and needs.

Assessment and Wellbeing Tools at Our School
As part of our commitment to educational excellence, we utilise comprehensive assessment tools to understand each pupil's unique learning profile and ensure personalised education.

The CAT4 (Cognitive Abilities Test) is one of our key assessment tools, evaluating students' cognitive abilities across four essential areas:

• Verbal Reasoning

• Non-Verbal Reasoning

• Spatial Reasoning

• Quantitative Reasoning

This assessment is administered on a two-year cycle, and the current academic year marks our assessment period. All students in Grades 1-11 will complete their CAT4 assessment during Weeks 3 and 4. The detailed timetable is available [here].

For our younger students, we conduct these assessments in a supportive, age-appropriate manner. Rather than formal examination conditions, we present the CAT4 as an engaging "quiz" in a comfortable environment, ensuring we gather valuable insights while maintaining a positive experience.

Please note: No preparation, practice, or revision is required or recommended for the CAT4. The assessment is specifically designed to measure natural cognitive abilities rather than learned content. 

In addition to CAT4, we implement PASS, a digital survey that explores students' attitudes toward learning. This tool focuses on:

• Motivation

• Confidence

• Engagement

• Wellbeing

PASS is not an assessment but rather a confidential survey that enables students to share their feelings and attitudes toward learning. This valuable feedback helps us enhance student engagement and strengthen their sense of belonging within our school community. 

Please join us for an EduTalk on Thursday, 4 September, from 8:00 to 9:00 a.m in the Auditorium. 

We will outline the Assessment Journey at Dwight School Dubai and provide further details about our newly introduced GL assessments.

We look forward to your participation.