Answer extracted from the Education: Joining the Dots podcast — listen to the full episode below.
When did the New Group Math Test first emerge as an idea?
The New Group Math Test was first proposed in 2017 as a seed concept, emerging from questions Andy Small fielded about the potential for a new mathematics assessment. The project then evolved through multiple years of structured development—item writing, rigorous review, trial phases, and standardization—before reaching release.
When Andy Small was still a classroom practitioner using GL Assessment's tools in schools, he began fielding inquiries about whether a fresh approach to math assessment was possible. Rather than remaining a casual idea, this concept took shape across the years as a formal research and development initiative within Renaissance.
The journey from concept to classroom wasn't immediate. Multiple stages of meticulous design work followed the 2017 proposal—including writing and selecting assessment items, peer review processes, real-world trialing with students, and standardization protocols to ensure the test was fair, reliable, and valid across diverse school contexts.
"We tried to ensure that a test experience is one that ensures challenge for those kids that demand it, as well as scaffolding for those that might find maths more difficult."
Andy Small — Assessment Specialist for Numeracy and Mathematics at Renaissance (GL Assessment). With nearly 16 years of experience as a mathematics specialist and subject leader in primary and independent prep schools, Small brings authentic classroom insight to assessment design. He transitioned to Renaissance to focus on product development that directly supports both individual learners and teachers, drawing on years of managing real-world challenges including budget constraints and staff confidence gaps.
The adaptive nature of the NGMT reflects this design philosophy: rather than a uniform test that everyone completes in identical order, the assessment adjusts to each child's demonstrated ability. For students finding mathematics challenging, this tailored approach reduces unnecessary frustration, while more confident mathematicians encounter appropriate stretch. The test itself takes between 45 and 60 minutes per learner to administer.
What started as a genuine user question in 2017 has become a complete assessment tool shaped by classroom realities and research evidence. The full episode explores how this design journey unfolded, including the specific feedback and insights that guided each development phase.
See also
What proportion of the UK population is estimated to experience developmental dyscalculia?
According to the British Dyslexia Association, an average of one or two pupils in every UK classroom experiences developmental dyscalculia, which equates to approximately 6% of the UK population.
What does research suggest are the key areas for developing effective mathematics practice in secondary schools?
The Education Endowment Foundation study released in June identified four priority areas: teacher skills and expertise, targeted interventions for struggling learners, metacognitive and self-regulation strategies, and the role of formative assessment in guiding instruction.
How can adaptive mathematics assessment reduce anxiety and improve accuracy for student testing?
Adaptive assessments remove the one-size-fits-all approach where everybody sits the same questions in the same order. NGMT's adaptive algorithm presents questions tailored to each student's level, reducing frustration while ensuring appropriate challenge.