set 2008: no. 1

This companion article reports initial findings of a case study of longer learning periods in one school. It examines whether teachers perceive longer lessons to make a difference to teaching practice and whether students perceive them to improve learning opportunities

• Are the tests normed?
• Why aren't the reading ages given in the new tests?
• How can we report to parents?
• Is there a specific test for each year group?
• How can we use the test results to group students for reading?
• Can we put results into our data management system?
• How often and when should these tests be done?