2 Mathematics and Assessment Training and Development Assessment through Guided Maths finding out what children think

3 Aims To identify and explore key principles around assessment and mathematics including the importance of guided work To introduce new materials, produced by the Devon maths team, aimed at supporting training and development focused on guided maths and assessment To update headteachers on recent developments

4 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

5 “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Chinese Proverb “You cannot help men permanently by doing for them what they could do for themselves.” Abraham Lincoln “It is a miracle that curiosity survives formal education.” Albert Einstein

6 The quality of pupils’ learning and their progress Outstanding Pupils demonstrate excellent concentration and are rarely off task, even in extended periods without direction from an adult. They have developed resilience when tackling challenging activities in a range of subjects. Good Pupils are keen to do well, apply themselves diligently in lessons and work at a good pace. They seek to produce their best work and are usually interested and enthusiastic about their learning in a range of subjects. Satisfactory Most pupils work effectively in a range of subjects when provided with appropriate tasks and guidance but lack confidence in improving the quality of their work. They generally work steadily and occasionally show high levels of enthusiasm and interest. Ofsted Evaluation schedule for schools September 2009

7 Year 4 Add or subtract mentally pairs of two-digit whole numbers (e.g , 91 – 35) Refine and use efficient written methods to add and subtract two-digit and three-digit whole numbers and £.p

8 Number Boards

What’s the same/different about your approach to these calculations?

10 Identify pairs of numbers Count back (take away) Count on (difference) Just knew it Other method or jotting Standard written method Use a calculator

11 The quality of teaching The use of assessment to support learning Inspectors should evaluate: how well teaching promotes learning, progress and enjoyment for all pupils how well assessment is used to meet the needs of all pupils. Ofsted Evaluation schedule for schools September 2009

12 Guided maths Children need opportunities to work at the edge of their understanding in order to demonstrate fully what they do understand and what they need to learn next: this will involve children struggling and getting things wrong. Guided sessions follow a simple U-shape: “Assessment through guided maths: finding out what they think:”

13 Big Ideas Unless you provide opportunities for children to make decisions, make connections and explain their thinking you will not be able to make judgements: ‘getting it right’ is necessary but not sufficient. There is no place for assumptions – neither about what you will see nor about what you do see. Assessment relies on listening to rather than listening for.

14 Outline of the session Maths in a guided group 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

15 Activity Think about the maths you/your partner/your group were doing – what might you attend to if children were doing this activity

16 Evidence – children’s work Look at the children’s work – what can you say about the children’s understanding, knowledge and skills?

17 Video – Y6 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?

18 Additional support Assessment in guided maths publication Understanding the score Subject leader meetings G&T database E-profile information Review tables Funding