1. 1 Key Stage 1 Teacher Assessment Training January 2010

2. 2 Year 2 - Outline of afternoon 1.30 Documentation related to statutory assessments 1.45 Assessment in maths – guided work 2.30 Break 2.50 Assessment in maths (continued) 3.30 Finish

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4. 4 Children judged to be working Mathematics Towards Level 1Optional use of task Level 1Level 1 task Level 2Level 2 test Level 3Level 3 test Level 4Level 3 test and optional tasks available from QCA Which tasks and tests to use:

5. 5 Choosing which tasks and tests to use 2007 or 2009 test Use of tasks is now optional for those children who the teacher judges to be working towards L1 No retesting needed (L 2/3). Give them the level 3 test only, if you think they are a level 3. Only the teacher assessment level will be reported Tasks and tests can be administered at any time during year 2.

6. 6 Equipment for tests: Level 2 –100 squares –Number lines up to 30 –10s and 1s apparatus eg Dienes, Base 10, Numicon tens and ones Level 3 –No equipment should be provided

7. 7 Key dates: Late January/early February –Tests and tasks ordered will arrive in school July 2 nd 2010 –Submission of teacher assessment levels to LA End of summer term –Schools to report to parents

8. 8 KS1 assessment arrangements From every day teaching and learning build up a picture of what children can do Use test or task to support judgment Make an end of key stage level judgement based on a range of information Participate in LEA moderation processes to ensure consistent standards (25% of schools)

9. 9 From every day teaching and learning build up a picture of what children can do 1999 framework – key objectives – NC levels Renewed framework – support with assessment Assessing Pupil Progress – assessment guidelines for NC levels

10. 10 The 1999 key objectives reflect the following levels in the national curriculum: Y1 Level 1 Y2 Level 2 Y4 Level 3

11. 11 Assessment – efficient process Good day to day teaching and learning Rich evidence of learning APP – periodic review against national standards Improved planning Personalised targets More secure tracking Better information for parents

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13. 13 Guided maths For guided work to be effective the content should be challenging for the children so that they are operating for some of the time in their ‘zone of proximal development’. “The zone of proximal development defines those functions that have not yet matured but are in the process of maturation, functions that will mature tomorrow but are currently in an embryonic state. These functions could be termed the "buds" or "flowers" of development rather than the "fruits" of development. The actual developmental level characterizes mental development retrospectively, while the zone of proximal development characterizes mental development prospectively.” Vygotsky (1978 p.87)

14. 14 Guided sessions follow a simple U-shape which reflects the emotional demand and the movement in and out of the zone of proximal development :

15. 15 Outline of the session Do some maths Think about and discuss the mathematics you experienced Review evidence of children’s work Watch some children engaged in same mathematical activity Agree what the children understand/know/can do Revisit evidence of children’s work

16. 16 Activity Think about the maths you/your partner/your group were doing – what might you attend to if children were doing this activity 1.Show me! 2.Calculation wall

17. 17 Evidence – a child’s work Look at the child’s work – what can you say about the child’s understanding, knowledge and skills?

18. 18 Video What do the children know/understand and what can they do? What would you write on the children’s work to make it useful evidence?

19. 19 APP guidelines Sample children/groups

20. 20 Renewed Framework: Planning to use APP Step 4 “Initially you should choose a small focus group of pupils whose performance is representative of the broad levels of attainment in your class. You will find that you can then begin to generalise from these individual assessments.”

21. 21 Renewed Framework: Planning to use APP Step 4 continued “For example, teachers in the pilot reported that selecting two or three pupils, on two of the level borderlines which are significant for many in their class, made the process of detailed assessment something that illuminated strengths and weaknesses in other similar pupils' work. Often, the patterns of attainment can be related to gaps in curriculum provision, as much as to pupils' ability.”

22. 22 Use your teacher assessment, such as informal observations, planning, and assessment notes to reach a final judgement. “When teachers reach an overall level 2 judgement, they should then consider whether the performance is just into level 2, securely at level 2 or at the top end of level 2. This refines the judgement into 2C, 2B or 2A.” Building a picture… Use the test to confirm your judgement one way or the other.

23. 23 LEA Moderation LEA to moderate assessment arrangements in 25% of schools. Can ask to be moderated. Schools to show their judgements are in line with national standards. Teacher and moderator material drawn from: –Class records such as key objective sheets perhaps with notes (e.g. on post-its) –Observations – comments from children on post-its etc –Completed tasks or tests –Plans – these show objectives taught so know if planning from Year 3 etc –Children’s books “In particular, there is no expectation that teachers should assemble portfolios of work or devise complex recording systems.” NAA

24. 24 What sorts of things would I see if you told me a child in your class is a L2a for example –Class records such as key objective sheets/APP assessment guidelines –Observations – comments from the child about their work (on post-its etc) or a comment on something you have seen them do –Plans – these show objectives taught so know if planning from Year 3/4 etc –Child’s book (maybe if you feel it adds something you haven’t got but it is the talk that is really valuable with the child) –Completed tests

25. 25 What next for you back in school?