Policies

Progress in Reading and Language Assessment (PiRA)

Context and Issue

Before introducing the Progress in Reading and Language Assessment (PiRA) program, schools in the UK faced significant challenges in accurately measuring and predicting students' progress in reading and language skills throughout Key Stage 3 (KS3). Educators lacked reliable diagnostic tools to identify gaps in knowledge and understanding, making it difficult to tailor teaching to meet the diverse needs of students. Additionally, no standardized method for comparing student performance against national averages hindered the ability to set realistic and appropriate targets for individual and class performance.

Solution

The Progress in Reading and Language Assessment (PiRA) is a suite of standardized tests developed by Hodder Education to measure and predict students' reading and language skills progress throughout Key Stage 3 (KS3) in the UK. These tests provide reliable diagnostic and predictive information, enabling educators to tailor their teaching to meet specific student needs. Key features include standardized scores, age-standardized scores, performance indicators, reading ages, and Hodder Scale scores, which help build a comprehensive profile of each student's performance. PiRA tests are conducted three times a year (Autumn, Spring, and Summer) for students in Years 7 to 9, covering all assessable elements from the English program of study for KS3. They are ideally administered in the second half of each term and come with curriculum maps that ensure alignment with taught material. These tests allow schools to compare student performance against national averages, guide effective teaching and learning through online gap analysis and reports, and prepare students for GCSEs. With Free evaluation packs and 10-copy termly packs that are available for schools, alongside a comprehensive manual with full mark schemes and diagnostic profiling information, the PiRA program has addressed previous challenges and significantly improved the assessment of reading and language skills in KS3 students.

Impact

Implementing the Progress in Reading and Language Assessment (PiRA) program has significantly enhanced the assessment of reading and language skills among Key Stage 3 (KS3) students in the UK. St Joseph's Catholic Primary School reports substantial benefits from using PiRA tests on a termly basis, praising their well-structured and pupil-friendly design. Pupils confidently read the text and questions in the well-laid-out answer booklets, facilitating smooth and easy marking for teachers. The questions are closely linked to national curriculum learning objectives, ensuring pupils perform against their age group's expected standards. From an assessment perspective, PiRA tests generate raw and standardized scores, enabling teachers to accurately determine the stage at which pupils work and identify those needing extra support. This detailed diagnostic information allows teachers to pinpoint areas of weakness within the curriculum that need addressing. The accurate and easy-to-use data produced by PiRA tests facilitates the tracking of pupil progress and achievement throughout the school year. Several other case studies and testimonials highlighting the success of the PiRA program can be found at Rising Stars PiRA Case Studies, showcasing its widespread positive impact across various schools.

Analysis

While the Progress in Reading and Language Assessment (PiRA) program has significantly improved reading and language skills assessment among Key Stage 3 (KS3) students in the UK, its widespread implementation faces challenges such as financial costs and varying levels of technological infrastructure. These barriers can impact under-resourced schools. Despite this, PiRA's structured approach and comprehensive support from Hodder Education make it promising for scalability. Testimonials from schools like St Joseph's Catholic Primary highlight PiRA's effectiveness in providing well-structured, curriculum-aligned tests that generate both raw and standardized scores, helping teachers track progress and identify students needing extra support. Schools like Riverside Primary and Griffydam Primary report significant benefits, including the ability to track pupil progress and support them in uncertain times. Addressing financial and infrastructural disparities through subsidized test packs and extensive training, alongside flexible implementation strategies, is crucial for broader adoption.