GL Assessment vs CEM 11-Plus Tests: What Is the Difference?

What is GL Assessment?

GL Assessment (Granada Learning Assessment) is a commercial test publisher that produces standardised assessments used in education across the UK and internationally. In the context of the 11-plus, GL Assessment is one of the two main providers of selective admissions tests used by grammar schools in England.

GL Assessment 11-plus tests typically include combinations of:

• Verbal Reasoning: assessing language comprehension, vocabulary, and logical reasoning with words
• Non-Verbal Reasoning: assessing logical reasoning using patterns, shapes, and sequences without language
• English (in some areas): reading comprehension, grammar, vocabulary
• Maths: arithmetic and problem-solving

GL Assessment tests are marked externally by GL Assessment and results are presented as standardised scores (typically with a mean of 100 and a standard deviation of 15). Many areas that use GL Assessment publish practice papers or specimen papers so families know the format in advance. The content and question types are therefore relatively predictable, and a large commercial market for GL Assessment practice materials exists.

Grammar school areas that typically use GL Assessment include Kent, Buckinghamshire, Lincolnshire, and many individual grammar schools across the country.

What is CEM?

CEM (Centre for Evaluation and Monitoring) is a research organisation based at Durham University that also produces selective admissions tests for grammar schools. CEM 11-plus tests are used by a growing number of grammar school areas as an alternative to GL Assessment, in part because CEM deliberately designs its tests to be more resistant to preparation and "tutoring to the test".

CEM tests typically assess:

• Verbal reasoning and comprehension: often embedded within passages of unseen text
• Numerical reasoning: arithmetic and mathematical reasoning
• Non-verbal reasoning: in some formats
• CLOZE tests: fill-in-the-blank exercises testing inference and vocabulary in context

A key difference from GL Assessment is that CEM publishes very little official practice material. Question formats are designed to vary between years and between schools, and CEM does not license its questions for practice papers in the way that GL Assessment materials are widely available. This is deliberate: CEM's philosophy is that the test should measure natural ability rather than test-specific practice.

Grammar school areas that typically use CEM include Birmingham, Warwickshire, Wiltshire, and a number of individual grammar schools in other areas.

How do GL Assessment and CEM 11-plus tests compare?

How should families prepare for each test?

For a GL Assessment 11-plus, targeted preparation using practice papers is widely used and effective. Families typically start practice in Year 5 to build familiarity with question types — verbal reasoning codes, non-verbal reasoning series, and the specific format of GL English and Maths papers. The consistent question formats mean that dedicated practice produces measurable improvement for many students.

For a CEM 11-plus, preparation is more complex. The restricted availability of genuine practice materials means that families and tutors cannot build familiarity with specific question types in the same way. The most useful preparation tends to focus on:

• Wide reading to build vocabulary and comprehension skills
• Regular maths practice for accuracy and speed
• General reasoning development rather than format-specific drilling

Tutors experienced in CEM preparation generally work on underlying skills rather than question formats, and the widely-available GL Assessment practice papers are a poor proxy for CEM tests.

How do I find out which test my child's target grammar school uses?

Grammar schools publish their admissions arrangements, including which test provider they use, on their website and in their annual admissions prospectus. The local authority's secondary transfer information (usually published in the spring of Year 5) also specifies the test provider for grammar schools in the area. If you are unsure, contact the grammar school directly — they are obliged to publish this information.

Families targeting multiple grammar schools in different areas should check each school individually, as different schools — even within the same local authority — sometimes use different providers.

Frequently asked questions

What is the CAT4, and how does it differ from the 11-plus?

The CAT4 (Cognitive Abilities Test, 4th edition) is published by GL Assessment and is used by schools as a diagnostic tool to understand pupils' learning potential and relative strengths across verbal, quantitative, non-verbal, and spatial reasoning. Schools typically administer the CAT4 in Year 7 or Year 8 to inform setting and support decisions — not for admissions. Although the CAT4 uses similar reasoning tasks to parts of the 11-plus, it is a diagnostic assessment, not an admissions test.

Is one test provider's test harder than the other?

Both GL Assessment and CEM 11-plus tests are standardised so that the pass mark reflects a consistent standard of attainment relative to the local candidature. Neither is inherently harder in absolute terms, but CEM tests are generally considered harder to prepare for because the format is less predictable. A student with high natural reasoning ability may perform similarly on both; a student whose score has been significantly boosted by targeted GL Assessment practice may find CEM more challenging.

Can a child sit both GL Assessment and CEM tests in the same year?

Yes. If a family is targeting grammar schools in different areas that use different providers, a child may sit both types of test in the autumn of Year 6. The two tests are typically administered at different times and locations, and there is no rule preventing a child from sitting both. Families should plan their preparation to ensure that both test formats are covered.

At what age should 11-plus preparation begin?

Many tutors and families begin some form of preparation in Year 5 — roughly 12 months before the tests, which are typically sat in September or October of Year 6. Starting earlier may be appropriate for children who need to develop specific skills significantly, but very early starting (Year 3–4) carries risks of burnout and of practising skills before a child has the cognitive maturity to benefit from them. For most children, a focused 9–12 month preparation period is sufficient and appropriate.

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