Guide to Cambridge Secondary 1 Progression Tests

Cambridge Secondary 1
 Cambridge International Examinations
Cambridge Secondary 1 Progression Tests have been
developed by Cambridge International Examinations.

Cambridge International Examinations prepares school Introduction...........................................................................1

students for life, helping them develop an informed
curiosity and a lasting passion for learning. We are About the tests
part of Cambridge Assessment, a department of the English ...............................................................................2
University of Cambridge.
English as a Second Language ...........................................4
Our international qualifications are recognised by the Mathematics ......................................................................6
world’s best universities and employers, giving students
a wide range of options in their education and career. As Science ..............................................................................9
a not-for-profit organisation, we devote our resources to
delivering high-quality educational programmes that can
unlock learners’ potential. Administering the tests......... ..............................................12

Marking the tests ...............................................................14

Results ................................................................................17

Progress Checker ................................................................20

Percentage ranges for grades .............................................30

Useful terms .......................................................................31

b Guide to Cambridge Secondary 1 Progression Tests

 Introduction

Introduction
Welcome to the Guide to Cambridge Secondary 1 The curriculum frameworks also form the basis of what is tested,
Progression Tests. This is a guide for teachers using so questions in the progression tests are linked to the strands and
progression tests. It contains information about the tests learning objectives. To present these links in the most helpful way,
and instructions for administering them. It includes other sometimes the same information in the curriculum frameworks is
useful advice to help you use the tests effectively. Please structured differently, in assessment strands, when referring to the
take the time to read through the guide before you start tests. The section below explains how the curriculum is assessed
using the Cambridge Secondary 1 Progression Tests with and describes the format of the tests for each subject. For detailed
your learners. information on which learning objectives make up each
assessment strand please see the searchable versions of the
curriculum frameworks, available on the Cambridge Secondary 1
Who are the tests for?
support website.
The tests are for use by teachers to assess the performance
and progress of learners in their classes. Each stage would
Language of the tests
usually be taught over the course of a year, but in some cases it
may be appropriate for you to take more or less time to teach The tests assume proficiency in English but they do not require
the material. Progression tests are available at stages 7, 8 and English to be the learner’s first language. The suite of subjects
9. available includes English and English as a Second Language.
What is tested?
Curriculum
The Cambridge Secondary 1 curriculum frameworks are designed
to support the teaching and learning of English, English as a The tests are designed to be used with the Cambridge
Second Language, Mathematics and Science. For each subject, Secondary 1 curriculum frameworks. If you are not using the
the curriculum frameworks are a series of learning objectives for Cambridge Secondary 1 curriculum frameworks but would still
each stage presented in different content areas, or strands. like to use the Cambridge Secondary 1 Progression Tests you
should review the curriculum you are following against the
Cambridge Secondary 1 curriculum frameworks and the
progression tests. You will need to interpret your learners’ results
according to any key differences you find in the content you are
teaching.

Guide to Cambridge Secondary 1 Progression Tests 1

 About the tests

English progression tests are available at stages 7, 8 and 9. The English progression test papers include the following question
English

tests cover the learning objectives from across the relevant types: short answer, matching, and multiple-choice questions.
stage. Writing is assessed using an open-ended writing task in each
paper. All the questions are compulsory in both papers.

There are two question papers at each stage:

English progression tests cover three assessment strands:
Reading, Writing and Usage. Each assessment strand is divided
Stages 7–9
into assessment sub-strands. The assessment strands and
sub-strands are described in the table on the next page.
Paper 1:
1 hour 10 mins 50 marks
Written test

Paper 2:
1 hour 10 mins 50 marks
Written test

Total: 100 marks

2 Guide to Cambridge Secondary 1 Progression Tests

 About the tests

English
Assessment Assessment Description
strand sub-strand

Reading In all relevant genres and text types:

Explicit meaning knowing how to read texts to find and extract relevant stated information and ideas; skimming and
scanning; noting key points; identifying information across texts; distinguishing between fact and
opinion
Use of language reading aloud; features of different genres and text types; language choice (understanding how the
choice of language is used to convey information and create particular effects); understanding imagery;
comparing texts
Implicit meaning interpreting texts to understand the meaning the author is trying to convey beyond stated information;
setting; characterisation; viewpoint; prediction; personal response
Writing In all relevant genres and text types:
Content language choice; creative content; note-taking and summarising, planning ideas; narrative structure
(including character, setting and plot)
Purpose/audience choosing and using language features appropriately for the text types and genres; viewpoint; reviewing
writing for impact on the reader
Text structure paragraph and sentence structure; writing based on model texts
Usage Knowing and being able to use the conventions of standard English effectively and with technical accuracy. In reading
and writing and all relevant genres and text types:
Sentence structure simple and complex sentences; clauses; tense and case; word classes; connectives; use of a range of
sentence types to achieve different effects; reviewing writing for accuracy
Punctuation understanding and using a range of punctuation accurately and for a purpose
Vocabulary developing vocabulary; choosing vocabulary; types of imagery
Spelling letter knowledge; handwriting; spelling patterns; regular words; irregular words; strategies

Speaking and Listening skills are not assessed in Cambridge Secondary 1 English Progression Tests.

Guide to Cambridge Secondary 1 Progression Tests 3

 About the tests
Second Language
English as a

English as a Second Language progression tests, which are

produced in conjunction with Cambridge English, are available
at stages 7, 8 and 9. The tests cover the learning objectives from
across the relevant stage.
There are two question papers at each stage:

Stage 7 Stage 8 Stage 9

Paper 1: 40 mins 40 marks 40 mins 43 marks 45 mins 45 marks

Approx. Approx. Approx.

Paper 2: 25 marks 25 marks 25 marks
35 mins 35 mins 35 mins

Total: 65 marks Total: 68 marks Total: 70 marks

English as a Second Language progression test papers include

short answer questions and multiple choice questions. All
questions are compulsory in the papers.
English as a Second Language progression tests cover three
assessment strands: Reading, Use of English, and Listening. The
Use of English and Listening assessment strands are divided
into sub-strands. The assessment strands and sub-strands are
described in the table on the next page.

4 Guide to Cambridge Secondary 1 Progression Tests

 About the tests

Second Language
English as a
Assessment Assessment Description
strand sub-strand

Reading no sub-strands being able to process and comprehend a range of different text types, topics and genres; reading texts
of different lengths and showing understanding of gist, detail, attitude and opinion; showing awareness
of coherence and cohesion
Use of English Understanding and applying knowledge of the English language system:
Grammar understanding and using different forms of words and combining them effectively into phrases and
sentences; understanding the structure of the language and exhibiting knowledge through usage
Vocabulary understanding and using a range of words, phrases and collocations; showing lexical awareness at both
phrase and sentence level
Functions understanding and using particular words and phrases in order to convey messages and achieve
specific linguistic aims
Listening Listening for detail understanding specific information in a range of listening contexts
Listening for general understanding general meaning in a range of listening contexts
understanding
Listening for opinion/ identifying opinions, attitudes and feelings
feeling

Guide to Cambridge Secondary 1 Progression Tests 5

 About the tests
Mathematics

Mathematics progression tests are available at stages 7, 8 and 9. Mathematics progression test papers 1 and 2 include structured
The tests cover the learning objectives from across the relevant questions requiring numeric, one-word or short answers as well
stage. as questions that require graphical answers and matching, and
multiple-choice questions. Paper 3 assesses the learner’s ability
to perform mathematical operations in their head. In paper 3
There are three question papers at each stage: each question is worth 0.5 marks. All questions are compulsory
in all three papers.

Stages 7–9
Secondary 1 Mathematics progression tests cover five
Paper 1: assessment strands: Number, Algebra, Geometry, Measure
55 mins 45 marks
Written test and Handling data. Each assessment strand is divided into sub-
strands. The assessment strands and sub-strands are described
Paper 2*: in the table on the next page.
55 mins 45 marks
Written test

Paper 3:
15 mins 10 marks
Mental strategies test

Total: 100 marks

*Use of a calculator is permitted in paper 2 only.

6 Guide to Cambridge Secondary 1 Progression Tests

 About the tests

Mathematics
Assessment Assessment Description
strand sub-strand
Number Integers, powers placing positive and negative integers on a number line; identifying and using multiples, factors,
and roots multiples, primes and directed numbers; calculating squares, square roots, cubes and cube roots and
using appropriate notation
Place value, ordering rounding to a given number of decimal places and significant figures; ordering and comparing numbers;
and rounding using the order of operations, including brackets and powers
Fractions, decimals, adding, subtracting and comparing fractions; converting fractions to decimals; calculating and using
percentages, ratio percentages, ratio and proportion to solve problems
and proportion
Calculation knowing and applying mental strategies (known principles, patterns, systems, functions and
relationships) to add, subtract, multiply and divide
Algebra Expressions, constructing, simplifying and transforming algebraic expressions; constructing and solving linear
equations and equations; deriving and using formulae; understanding and using inequality signs
formulae
Sequences, generating sequences from spatial patterns; representing simple functions; generating coordinate pairs;
functions and graphs generating terms of a linear sequence; finding term-to-term and position-to term rules of sequences;
expressing functions algebraically; plotting graphs of linear functions; finding the inverse of linear
function; solving simultaneous linear equations
Geometry Shapes and identifying and classifying shapes; understanding all types of symmetry; plans and elevations; knowing
geometric reasoning and using angle properties; calculating interior and exterior angles; solving geometrical problems;
constructions using a ruler, straight edge and compasses; knowing and using Pythagoras’s theorem
Position and reading and plotting coordinates; tessellation; reflections, rotations and translations; enlargement;
movement interpreting and making scale drawings

Guide to Cambridge Secondary 1 Progression Tests 7

 About the tests
Mathematics

continued

Assessment Assessment Description

strand sub-strand
Measure Length, mass and estimating, measuring and comparing; solving problems; converting between different units of
capacity measurement; reading digital and analogue scales of measurement
Time and rates of understanding relationships between units of time; calculating time intervals; interpreting timetables;
change travel graphs; average speed
Area, perimeter and converting between units of length and area; deriving and using formulae to calculate area and volume;
volume using nets to calculate surface area
Handling data Planning and identifying and collecting data; designing, using and refining a data collection sheet; constructing
collecting data frequency tables; selecting and using different types of diagrams and graphs to answer real-life
questions; understanding the difference between discrete and continuous data
Processing and calculating the mode, mean, median and range; drawing and interpreting a variety of graphs and charts
presenting data
Interpreting and interpreting tables, graphs and diagrams for discrete and continuous data; drawing conclusions;
discussing results comparing distributions
Probability using the language of probability to describe and interpret results; finding and estimating probabilities
using data; finding probabilities of equally likely outcomes

Problem solving is not assessed separately for Mathematics. The application of problem solving techniques and skills is an integral
part of all four assessment strands.

8 Guide to Cambridge Secondary 1 Progression Tests

 About the tests

Mathematics
Science progression tests are available at stages 7, 8 and 9. Science progression test papers include structured questions
Science

The tests cover the learning objectives from across the relevant requiring numeric, one-word or short answers as well as
stage. questions that require graphical answers, matching, and
multiple-choice questions. All questions are compulsory in both
papers.
There are two question papers at each stage:

Science progression tests cover four assessment strands:

Stages 7–9 Scientific enquiry, Biology, Chemistry and Physics. Each
assessment strand is divided into sub-strands. The assessment
Paper 1: of Scientific enquiry is contextualised using Biology, Chemistry
45 mins 50 marks
Written test and Physics content. The assessment strands and sub-strands
are described in the table on the next page.
Paper 2:
45 mins 50 marks
Written test

Total: 100 marks

Guide to Cambridge Secondary 1 Progression Tests 9

 About the tests

Assessment Assessment Description

strand sub-strand

Scientific Planning from ideas understanding the importance of questions, evidence and explanations; making and reviewing
enquiry and evidence predictions using a variety of evidence; suggesting ideas; selecting and using equipment; planning
investigations; using sampling techniques
Obtaining and making and recording observations and measurements; modelling, presenting and reviewing results;
presenting evidence making results more reliable
Considering presenting conclusions using a variety of methods; discussing explanations using scientific knowledge
evidence and and understanding; identifying anomalies and correlations in results
approach
Biology Plants knowing the parts of a plant and their functions; understanding photosynthesis; understanding
reproduction in flowering plants
Humans as recognising and understanding the functions of parts of the body including major organs; the skeleton
organisms and muscles; the circulatory system; the respiratory system; the reproductive system; describing
aerobic respiration; knowing the importance of a healthy diet and functions of nutrients
Cells and organisms identifying the characteristics of living things; knowing and comparing the structure of plant and animal
cells; understanding that cells group together to form tissues, organs and organisms
Living things in their understanding the influence of humans on the environment; identification keys; explaining and
environment modelling food chains; population sizes
Variation and classifying plants and animals; understanding and investigating variation within a species; exploring the
classification work of Darwin and the scientific theory of natural selection

10 Guide to Cambridge Secondary 1 Progression Tests

 About the tests

continued
Science

Chemistry States of matter using particle theory of matter to explain properties of solids, liquids and gases
Material properties metals and non-metals; properties of everyday materials; structures of atoms and elements;
distinguishing elements, compounds and mixtures
Material changes using a pH scale; applications of neutralisation; distinguishing acid and alkaline solutions; using word
equations; explaining endothermic process; understanding the reactivity series; displacement reactions
The Earth different types of rocks and soil; the internal structure of the Earth; examining fossils and estimating the
age of the Earth
Physics Forces and motion understanding different forces and pressure; the effect of gravity; calculating speed and interpreting
distance/time graphs; densities of solids, liquids and gases
Electricity and properties of magnets; magnetic fields; constructing and using an electromagnet; describing
magnetism electrostatics and the concept of charge; understanding parallel circuits; measuring current
Energy recognising different energy stores and energy transfers, identifying conduction, convection and
radiation; considering the world’s energy needs
The Earth and movement of the Earth; relative positions and movement of planets in the solar system; the impact of
beyond scientists such as Copernicus and Galileo
Sound the properties of sound; using an oscilloscope
Light understanding how shadows are formed; describing reflection; refraction; dispersion of white light;
absorption and reflection of coloured light

Guide to Cambridge Secondary 1 Progression Tests 11

 Administering the tests
Administering

Progression tests are an optional resource developed by It is important that you follow the guidelines below to ensure
the tests

Cambridge for the benefit of teachers and learners. You can use that the tests are carried out properly. Remember that the
the tests whenever you feel your learners are ready to take success and reliability of the progression tests depends on how
them. We suggest the most appropriate time is towards the end well you use them.
of the school year. This offers an opportunity to review what has
• Cover up any display material in your classroom such
been learned during the year and allows time after the tests for as diagrams, posters or wall charts which might be
evaluation and feedback. helpful during the test.
Progression tests are designed for use in your classroom. This
• Make sure that learners work individually and independently
makes the tests easier to use in lesson time as part of the throughout the test. They should not talk, communicate or
teaching day. Think about the load on your learners when you copy each other during the test.
are scheduling the tests and avoid arranging lots of tests for the
same day. The papers don’t have to be taken one after the other • Make sure that learners don’t have access to extra resources
or in consecutive order. Choose the best order and timing to suit that may be of help in the test, for example a number line or
you and your learners. a calculator in a paper where it is not permited.

The tests can be downloaded from the Cambridge Secondary 1 • Encourage learners to complete what they can and reassure
support website. You can print or photocopy as many copies as them not to worry if there is something they can’t do.
you need. • Encourage learners to cross out, rather than rub out,
unwanted answers. Sometimes it is better to use an eraser,
for example on graphs and diagrams, or where a correct
answer is indicated by ticking, shading or underlining. For
Science and Mathematics, encourage learners to show their
working and then write their final answer on the answer line
provided.
• Before starting the test, make sure that all learners have the
equipment they need to complete the test. If any additional
materials are required, for example rulers or calculators, this
is stated on the front of the test paper.

12 Guide to Cambridge Secondary 1 Progression Tests

 Administering the tests

Administering
• At the start of the test, read out the instructions on the front Learners with additional requirements

the tests
cover and let learners know how long they have to complete
Cambridge Progression Tests offer the flexibility to be
the test. Remind learners that they must not talk or
administered in a way which is most appropriate for individual
communicate with each other during the test. When you have
learners. For example, learners with attention-related difficulties
finished giving the instructions, check that all learners have
may benefit from breaking the tests down into shorter sections,
understood and ask whether there are any questions before
or working away from the main group.
starting the test.
You can allow up to 25% additional time for learners with
• When the test is underway, you can answer questions
physical impairment. Learners with physical or sensory
about the instructions and the timing of the tests. You must
impairment can use whatever aids are necessary to make the
not read words for learners, help with spelling, rephrase
tests accessible. It is up to you as the teacher to decide the
questions or provide any information which could give an
special arrangements that are appropriate. If you would like more
unfair advantage.
information on the type of special arrangements that we allow,
• Always let learners know when there are 5 minutes of the refer to the appropriate section in the Handbook for Centres.
test time remaining.
For Cambridge Secondary 1 Checkpoint, special arrangements
• At the end of the test tell the class to finish the line they are must be requested well in advance of the examination.
writing and to put their pens/pencils down. Procedures for applying for special arrangements for Checkpoint
• Collect in all copies of the tests. It is important to hold tests can be found in the Handbook for Centres.
securely so that you can use them with future classes.

Guide to Cambridge Secondary 1 Progression Tests 13

 Marking the tests
Marking the

The mark schemes provide all the information necessary to The learner has given more than one answer. Which one
mark the tests. The mark schemes can be downloaded from the should I mark?
tests

Cambridge Secondary 1 support website.

If all the answers given are correct you can award the marks.
The answers to frequently asked questions below provide
If both incorrect and correct answers are given you cannot
general guidance that you should follow unless the mark
award the marks for the correct answers, except where specific
schemes state otherwise.
guidance is provided in the mark scheme.

I know what the answers should be. Do I still need to refer to

The answer is almost right. Can I award half marks?
the mark scheme?
Do not award half marks (except in Mathematics paper 3 where
It is essential that you refer to the mark schemes when you
each question is worth 0.5 marks).
are marking progression tests. The mark schemes provide full
guidance on acceptable and unacceptable answers, including
examples of typical responses to illustrate the marking points. The answer is really good. Can I give extra marks?

Where more than one mark is available for a question, the mark Do not award more than the maximum number of marks
scheme explains how the marks should be awarded. available, regardless of the quality of the answer.

The learner has given an alternative right answer to the one in The answer is really bad. Can I take marks away?
the mark scheme. Is this acceptable? Do not take marks away. Marks are awarded for correct answers
Sometimes a learner may produce an alternative answer to the according to the mark scheme.
one in the mark scheme. In these cases, you will need to use
your professional judgement to decide whether the answer
is acceptable. You should keep a record of any alternative
responses and how you decide to mark them. This will help you
apply the same judgements consistently in the future.

14 Guide to Cambridge Secondary 1 Progression Tests

 Marking the tests

Marking the
What do I do if the answer is correct but the working out is The learner has answered one part of a question correctly and
wrong? the other part incorrectly. Can I award the marks?

tests
A correct answer should always be awarded marks, even if the You should consider each question and part question
working shown is wrong. independently. Do not disallow marks for a correct answer if it
is contradicted by another answer to a different question or part
For some questions, marks are available for demonstration of
question.
the correct method even if the final answer is incorrect. You can
award the method marks if the learner has used the correct
method but given the wrong answer. You can also award method The learner has recorded their answer in the wrong place. Can
marks if the learner has set up and performed a calculation I mark the answer?
correctly but using incorrect values. The mark scheme will If the answer line is blank but you can see the correct answer
indicate where method marks can be awarded. somewhere else, for example an annotation on a graph or at the
Sometimes a learner uses an answer in the following parts of end of the working out, you may award the marks, provided it
a question or questions. Where the carried forward answer is clear that the learner has understood the requirements of the
is incorrect, you should award all the available marks for the question.
question, provided the learner has performed the correct
calculation. Any places where this is a consideration are The learner has given a correct answer and crossed it out. Can
indicated clearly in the mark scheme. In these cases you must I award the marks?
follow the learner’s working to determine whether marks should
You can mark any legible crossed-out work that has not been
be given or not.
replaced. Ignore crossed-out work that has been replaced.

The learner has given an incorrect response on the answer If additional information contradicts the first answer, the marks
line or has left the answer line blank, but the correct answer should not be awarded, but marks for correct working out can
appears elsewhere. Can I award the marks? still be gained.

You can award full marks if the correct answer is shown

elsewhere and it is clear the learner has made a mistake in
copying the answer or has left the answer line blank by mistake.

Guide to Cambridge Secondary 1 Progression Tests 15

 Marking the tests
Marking the

The learner has indicated a correct answer but not in the How should I expect learners to present their answers for
specified way. Can I award the marks? Science and Mathematics?
tests

You can award marks for an unambiguous indication of the Learners may use diagrams, symbols or words for explanations
correct answer, for example where the learner has circled or or responses.
ticked the correct answer instead of using underlining.
Any part of speech is acceptable e.g. refraction, refracting,
refracted and singular and plural forms are acceptable unless
The learner has given a correct answer and an incorrect otherwise stated, e.g. alveolus, alveoli.
answer on the answer line. Can I award the marks?
For general vocabulary, do not penalise spelling errors where
No, you should not award the marks. the meaning is clear. However, in the case of specific scientific
vocabulary, only accept misspellings if the learner’s response is
How should I record the marks? phonetically equivalent to the correct answer.
Each question on the test paper has a box beside it for you to If a learner’s response is numerically or algebraically equivalent
record the mark you have awarded. This helps your learners and to the answer in the mark scheme, you should award the mark
others looking at the test papers see clearly where marks have unless a particular form of answer was specified by the question.
been awarded. You will find that recording the marks in the boxes For Mathematics, the mark schemes start with a table giving
will make the process easier when you enter data into Progress general guidelines on marking answers involving number and
Checker. place value, and units of length, mass, money or duration. If the
You can use the page total boxes to help you add up the marks mark scheme does not specify the correct unit for an answer,
awarded for a paper. refer to these general guidelines. For Science, the mark schemes
start with a table giving general guidelines on marking answers
Use a pen of a different colour to that used by learners so that
involving length. For questions involving other quantities, correct
the marks and your comments are easy to see.
units are given in the answers.
Any method of setting out working should be accepted.

16 Guide to Cambridge Secondary 1 Progression Tests

 Results

For all Cambridge Secondary 1 Progression Tests, results are Once you have marked your learners’ tests you will have a total

Results
described as a grade, Gold, Silver or Bronze. The grade is number of marks for each learner. If you are using Progress
presented alongside the relevant stage and the percentage of Checker, the results will be calculated for you after you have
total marks achieved. The results are calculated and presented in uploaded your learners’ marks. You can also calculate the grades
the same way for all subjects. This section explains how to manually:
calculate results for your learners and what the results mean.
• Convert the total mark to a percentage of the total marks
achieved (if the progression test consists of more than one
paper you should add together results for all the papers).
• Refer to the percentage ranges in the tables on page 30 to
see how to grade each learner.
The grade descriptions apply in all stages and subjects.

Bronze Silver Gold

Working towards the standard Meeting the standard Exceeding the standard
Learners have a basic grasp of the Learners have a sound grasp of the Learners have an excellent grasp of the
curriculum content. curriculum content. curriculum content.
They have achieved a few of the learning They are successfully achieving many of They are successfully achieving the great
objectives and are working toward the learning objectives as expected at this majority of the learning objectives and
achieving others. stage. often go beyond what is expected at this
stage.
They would benefit from more focus on
some areas of the curriculum.

Guide to Cambridge Secondary 1 Progression Tests 17

 Results

We present and describe Cambridge Secondary 1 Progression Remember that Bronze, Silver and Gold represent a range on a
Results

Test results in a way which is designed to help you track fixed scale. The overall percentage mark tells you in greater
learners’ progress. Understanding the results can help you detail where individual learners are working within the range.
identify learners who are struggling and might benefit from extra Imagine that a class profile for a stage might look something like
help, as well as those who are exceeding expectations and could this:
deal with extra stretch and challenge. Silver is the expected
standard at each stage and in usual circumstances this is the
level at which we expect most of your learners will be working.

Bronze Silver Gold

18 Guide to Cambridge Secondary 1 Progression Tests

 Results

Gold, Silver and Bronze indicate how learners are meeting the If the same learner went on to achieve Gold in stage 9 Science

Results
standard at each stage. Typically, a learner who achieves Silver in you would be able to see the learner has improved beyond
stage 7 Science can reasonably be expected to achieve Silver in expectation between stages 8 and 9. This means that you can
stage 8 Science. use the progression test grades to track learners’ progress from
one stage to the next. The progress of the learner described
above might look something like this:

Stage 7 Science Bronze Silver Gold

Stage 8 Science Bronze Silver Gold

Stage 9 Science Bronze Silver Gold

Guide to Cambridge Secondary 1 Progression Tests 19

 Progress Checker
Progress Checker

One of the key features of Progress Checker is that you can use Class summary report
learners’ progression test results to produce feedback reports
This report includes a number of graphs which illustrate
analysing their performance and progress. There are lots of
summaries of your class results.
different options to choose from, including:
• comparing results of boys and girls
• comparing results of learners and classes over time
• comparing performance on different questions or topics
• comparing performance with other Cambridge Secondary 1
learners who have taken the same tests.
You will be able to use the information in the reports in a variety
of ways: The options available from the drop-down menu for this report
enable you to compare your class results to any or none of the
• to identify strengths and weaknesses in individual learners
following:
and in class groups
• Marks for current classes in the school – a comparison with
• to track progress of learners and classes
other classes at your school who have taken the same
• to report progress to learners, parents and teaching staff progression tests in the current year.
• to reflect and enhance teaching and learning in your school. • All historic marks in the school – a comparison with the other
classes at your school who have taken the same progression
This section describes the different reports that are available and
tests in previous years.
explains what they mean.
• All Cambridge Secondary 1 schools – a comparison with all
For more information on how to use the information provided in other Cambridge Secondary 1 classes with results on the
the reports in your teaching, see the relevant teacher guide for same progression tests uploaded to Progress Checker.
each subject, available from the Cambridge Secondary 1 support
website.

20 Guide to Cambridge Secondary 1 Progression Tests

 Progress Checker

Progress Checker
The first graph in the Class summary report is Overall
performance. It shows how many learners achieved Gold, Silver
and Bronze in each subject at the selected stage.
Here is an example of an overall performance graph for a stage 8
class with results in English, Maths and Science.

This graph tells us that the class results were strong in Science
with 7 learners achieving Silver and 5 learners exceeding the
standard and achieving Gold!
This report also tells us that the results in English were not so
strong. Three learners achieved Bronze, 6 achieved Silver, and
only 3 achieved Gold.
This class could benefit from more support in English.
The 8s on the bottom axis tell us that these are grades in
stage 8.
There is a key at the bottom to identify the colours representing
each subject.

Guide to Cambridge Secondary 1 Progression Tests 21

 Progress Checker
Progress Checker

Then for each subject, there are two more graphs in the Class
summary report showing the performance of the class.
The first of these is Analysis of performance. This graph shows
the number of marks scored by the class in each assessment
strand as a percentage of the total marks available for the strand.
Here is an example of an Analysis of performance graph for the
same stage 8 class with results in English.

This report tells us that this class performed best in the Reading
assessment strand, scoring over 60% of the total marks
available. The class did least well in the Writing assessment
strand.
If you select a comparison from the options for this report, the
comparison will appear in this graph. For example, you can
compare the results of a class with the results of all Secondary 1
schools.

22 Guide to Cambridge Secondary 1 Progression Tests

 Progress Checker

Progress Checker
The second subject-specific graph is Results by gender. This
compares the performance of boys and girls in the class in each
subject at the selected stage.
Here is an example of a Results by gender graph for the same
stage 8 class with results in Science:

This graph shows how many boys and girls achieved Bronze,
Silver and Gold in stage 8 Science.
The 8s on the bottom axis tell us that these are grades in stage 8.
In this example you can see that girls performed better than boys.

Guide to Cambridge Secondary 1 Progression Tests 23

 Progress Checker
Progress Checker

Subject summary report The Subject summary report shows the grades achieved by the
class in each subject.
This report is a graph illustrating the results of your class in each
subject.
The first option for this report enables you to select the class you
would like to see. You can also choose to see all subjects.

The second option allows you to choose whether you would like
to see the results for boys and girls together or separately. (If
you select to view all subjects, the option to separate results by
gender is not available.)

24 Guide to Cambridge Secondary 1 Progression Tests

 Progress Checker

Progress Checker
Learner performance report Here is an example of a Learner performance report for a learner
who has completed progression tests in English, Mathematics
This report helps you to identify strengths, weaknesses and
and Science at stages 3 to 8.
progress of individual learners in each subject.
You can see how the results are presented in this report.
The options available for this report allow you to select an
individual learner and choose a comparison of your selected
learner’s results with any or none of the following:
• Marks for current classes in the school – a comparison
with other classes at your school who have taken the same
progression tests in the current year.
• All historic marks in the school – a comparison with other
classes at your school who have taken the same progression
tests in previous years.
• All Cambridge Secondary 1 schools – a comparison with
all other Cambridge Secondary 1 classes in other schools
with results from the same progression tests uploaded to
Progress Checker.
The first part of the learner performance report is a table of the
individual learner’s results in the stages and subjects in which
they have taken progression tests to date.
As an example, the result highlighted here indicates that in stage 6
English this learner scored 72% of the total marks available which
means he achieved Silver.

Guide to Cambridge Secondary 1 Progression Tests 25

 Progress Checker
Progress Checker

The next part of the Learner performance report includes a

graph for each subject which shows the marks achieved for each
assessment strand as a percentage of the total marks available.
Here is an example for English which shows how the learner
performed in each assessment strand:

In this example, the learner performed quite well, scoring 66%

of the marks available for Reading, 40% of the marks for Usage
and 30% of the marks for Writing.
If you selected a comparison from the options for the report it
would appear alongside the information in this graph.
The learner performance report contains one of these graphs for
each subject.

26 Guide to Cambridge Secondary 1 Progression Tests

 Progress Checker

Progress Checker
Subject analysis report
This report compares results for your class on each question in the
progression tests for the subject you selected.
The options for this report allow you to select a subject and a
group for comparison:
• Marks for current classes in the school – a comparison with
any other classes at your school who have also taken the
same progression tests in the current year.
• All historic marks in the school – a comparison with all the
classes who have taken the same progression tests in
previous years within your school.
The first part of this report is the Overview. This is a list of
learning objectives coloured to show how the class has
performed against the test group. Here is an example of the
Overview part of the Subject analysis report.
The overview lists any learning objectives tested in the
progression tests in which the performance of your class was
significantly better or worse than the performance of the group
you selected for comparison.
The learning objectives are coloured coded to show how the
performance of your class compared with the comparison group
you selected.
The key is explained in the report.

Guide to Cambridge Secondary 1 Progression Tests 27

 Progress Checker
Progress Checker

The next part of the Learner performance report is the

Detailed analysis.
Here is an example of a Detailed analysis for English:

This part of the report lists all the questions from each paper in
the progression tests. Alongside each question is the number of
marks the question is worth and the particular learning objective
from the Cambridge Secondary 1 curriculum framework that the
question is written to test.
The report then compares your class performance in each
question with the test group you selected from the options.
The performance comparison is presented visually as two
coloured rows. Blue represents your class and red represents
the test (the group you have selected for comparison). In this
report you can see that this class performed better in all the
questions than the test group.
If there is a significant difference with the group you have
selected for comparison, the whole question is highlighted
according to a colour key. In this example, performance was
significantly better than the test group in questions 2, 5, 6 and
questions 8 to 13 (highlighted green). If performance is
significantly worse than the test group in a question, it is
highlighted red.
The key is explained in the report.

28 Guide to Cambridge Secondary 1 Progression Tests

 Progress Checker

Progress Checker
Year-on-year performance report
This report compares how your class has performed in the
current stage in comparison with how the same class performed
in the previous stage.
You can select the subject you would like to see or you can
choose to see all subjects.
Here is an example of a Year-on-year performance report:

The comparison is provided for the whole class (overall) and for
boys and girls as separate groups.
In this example, you can see that 42% of the class as a whole
are doing better in Mathematics compared with the previous
stage. Similarly, 36% of girls are doing better than in the
previous stage and 50% of boys are doing better than in the
previous stage.

Guide to Cambridge Secondary 1 Progression Tests 29

 Percentage ranges for grades
ranges for grades

The percentage ranges for the Gold, Silver and Bronze grades at
Percentage

each stage are shown below.

English Bronze Silver Gold Mathematics Bronze Silver Gold

% of total marks % of total marks % of total marks % of total marks % of total marks % of total marks
Stage 7 0–53 54–93 94–100 Stage 7 0–46 47–75 75–100
Stage 8 0–66 67–88 89–100 Stage 8 0–52 53–82 83–100
Stage 9 0–53 54–73 74–100 Stage 9 0–72 73–83 84–100

English Bronze Silver Gold Science Bronze Silver Gold

Second
% of total marks % of total marks % of total marks % of total marks % of total marks % of total marks
Language
Stage 7 0–55 56–78 79–100
Stage 7 0–39 40–79 80–100
Stage 8 0–60 61–83 84–100
Stage 8 0–39 40–79 80–100
Stage 9 0–54 55–84 85–100
Stage 9 0–39 40–79 80–100

30 Guide to Cambridge Secondary 1 Progression Tests

 Useful terms

Useful terms
This glossary gives a simple explanation for the terminology we use in Cambridge Primary and Secondary 1.
If you think any words should be added to the glossary, please let us know by emailing [email protected]

additional materials specific items listed on the front cover of the test paper which the learner needs to complete
the test, e.g. a calculator or ruler

assessment strand area of assessment

assessment sub-strand sub-division of an area of assessment
Cambridge Secondary 1 diagnostic assessment at the end of stage 9 based on the learning objectives within the
Checkpoint Cambridge Secondary 1 curriculum frameworks, available in English, Mathematics and Science

curriculum framework series of learning objectives designed to support the teaching and learning of a subject, and
providing the basis of what is tested

feedback reports series of reports providing feedback on class and learner performance generated by using
Progress Checker

grade there are three grades in Cambridge Progression Tests – Gold, Silver and Bronze – with Silver
being the expected standard at each stage

learning objective statement describing what a learner should know or be able to do at a particular stage of
Cambridge Primary or Secondary 1. The curriculum frameworks provide a series of learning
objectives for the different content areas in each stage.

Guide to Cambridge Secondary 1 Progression Tests 31

 Useful terms
Useful terms

mark scheme information needed to mark a test with guidance on marks to be awarded and acceptable and
unacceptable answers

percentage range range of marks needed for each grade (0-39% is Bronze, 40-79% is Silver, and 80-100% is
Gold)
Primary Checkpoint diagnostic assessment at the end of primary education based on the learning objectives within
the Cambridge Primary curriculum framework, available in English, Mathematics and Science
Progress Checker online tool that produces feedback reports based on an analysis of results from the progression
tests

progression tests optional end-of-stage tests for English, English as a Second Language, Mathematics and
Science, designed to enable teachers to assess the performance and progress of learners

stage set period of learning, usually equivalent to an academic year – at Primary the stages are 3, 4, 5
and 6; at Secondary 1 the stages are 7, 8 and 9

strand content area of a curriculum framework or an area of assessment

sub-strand sub-division of a content area of a curriculum framework or an area of assessment

test paper question paper for a progression test

32 Guide to Cambridge Secondary 1 Progression Tests

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