© Crown copyright 2006 Assessing pupils’ progress in mathematics

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© Crown copyright 2007 Introduction to APP and exploring the focused assessment materials Objectives To introduce the Assessing pupils’ progress (APP) approach To explore the focused assessment materials

© Crown copyright 2007 APP is a structured approach to assessing mathematics to enable teachers to: judge pupil attainment in relation to NC levels assess learning objectives in order to inform planning for future teaching and learning 3.1

© Crown copyright 2007 APP will support teachers in raising standards in mathematics by: strengthening ongoing teacher assessment, particularly by increasing talk about mathematics in lessons helping teachers link focused assessment to curricular target setting enhancing understanding of progression and strengthening teachers’ feel for NC levels focusing tracking of pupils’ progress in key areas of mathematics helping identify pupils who need additional support to overcome difficulties and secure progress 3.2

© Crown copyright 2007 The APP approach is essentially about: strengthening teachers’ feel for levels using both planned and unplanned assessments in day-to-day lessons planning for focused assessment, using new materials: – to inform judgements about levels – to provide diagnostic information about pupils’ strengths and weaknesses 3.3

© Crown copyright 2007 The APP approach is essentially about: using information about weaknesses to set and work on curricular targets using information to track pupils’ progress 3.4

© Crown copyright 2007 Exploring the focused assessment materials Teachers make and act on assessment judgements in all lessons Sometimes assessment is intuitive and unplanned, at other times it is planned and focused The APP approach includes focused, planned assessments, using new materials – the focused assessment materials

© Crown copyright 2007 What are the key indicators? The key indicators (KIs) are the basis of focused, planned assessments in APP KIs include all the key objectives, plus a few extra learning objectives from the Framework Teachers should plan to assess each of these KIs.

© Crown copyright 2007 Exploring the focused assessment materials Focused assessment materials are designed to help assess the KIs in everyday teaching and learning Each KI has a set of probing questions

© Crown copyright 2007 Using the probing questions The questions are intended to start a dialogue between the teacher and pupil(s) They are designed to explore mathematical thinking and help identify misconceptions and misunderstandings They are best used when pupils are working on rich activities based on the KIs being assessed They work better with open-ended or problem-solving activities

© Crown copyright 2007 Targeted use of probing questions Use with pupils you are not sure about Use with pupils to find out more about misconceptions and misunderstandings

© Crown copyright 2007 Generating dialogue, using the probing questions: 1 Look at activity sheet 1, Find 15% in as many ways as you can. What would you expect pupils working at level 4 or 5 to do when working on this activity?

© Crown copyright 2007 Generating dialogue, using the probing questions: 2 Look at the probing questions for each of the KIs and consider: questions that might be good to use for assessing the KIs as part of this activity modifications you would want to make to the questions

© Crown copyright 2007 Generating dialogue, using probing questions: 3 Look at transcript 1. What did the dialogue reveal about the pupil’s understanding? Were any weaknesses revealed? What does the pupil need to do? What does the teacher need to do? How were the probing questions used to generate and focus the dialogue?

© Crown copyright 2007 What does the pupil need to do next? What might be an appropriate curricular target for this pupil? What might need to be done to help the pupil achieve this target?

© Crown copyright 2007 Incorporating assessment of KIs into schemes of work Objectives To analyse and consider when the learning objectives that are key indicators are taught in schemes of work To decide by when each KI will be assessed

© Crown copyright 2007 Steps to integrate planning for assessment into schemes of work: 1 Decide when level judgements will be recorded for each attainment target Ensure learning objectives that are KIs are highlighted in schemes of work Decide by when (unit of work) each KI will be assessed Integrate probing questions into the relevant units and lesson plans If necessary, devise rich activities that will promote mathematical thinking and dialogue to aid assessment

© Crown copyright 2007 Planning to assess the key indicators for a chosen unit Objectives To explore planning issues for assessment of key indicators To collaboratively plan focused assessment within a unit of work

© Crown copyright 2007 Steps to integrate planning for assessment into schemes of work: 2 Decide when level judgements will be recorded for each attainment target Ensure learning objectives that are KIs are highlighted in schemes of work Decide by when (unit of work) each KI will be assessed Integrate probing questions into the relevant units and lesson plans If necessary, devise rich activities that will promote mathematical thinking and dialogue to aid assessment

© Crown copyright 2007 Planning to assess the key indicators for a chosen unit Review the activities used – do they provide rich opportunities for assessing the KI(s)? If necessary, research or devise alternative activities Ensure the level of difficulty is about right – check against KI and examples Incorporate probing questions into planning, modifying as appropriate Begin to consider possible misconceptions that might be revealed through dialogue

© Crown copyright 2007 Agreeing initial pupil levels Objectives To explore evidence to inform judgements of initial pupil levels To ensure that teachers have access to recent summative judgements and any formative evidence for their pupils

© Crown copyright 2007 What are our sources of evidence? Key Stage 2 test levels Key Stage 2 teacher assessment levels Levels from optional tests or progress tests End-of-year teacher assessment levels Records of pupils’ performance against key objectives Discussion with previous class teacher Evidence from recent classwork

© Crown copyright 2007 Planning next stages Objectives To plan for collaborative classroom work To agree timings and follow-up work

© Crown copyright 2007 Paired work in the classroom Pairs of teachers meet to plan and discuss a focused assessment lesson for the chosen unit (from session C) During the lesson, the teachers work together, using the probing questions with targeted pupils – one engaging with the dialogue and the other observing, then swapping roles After the lesson, the two teachers meet to discuss outcomes, evidence of achievement and weaknesses identified. They make notes to take to the departmental meeting

© Crown copyright 2007 Discussing the process and outcomes of assessment of key indicators Objectives To share good practice in use of probing questions to assess key indicator(s) for chosen units To discuss outcomes of the assessments, including the weaknesses revealed To consider appropriate curricular targets for some pupils and actions to modify planning

© Crown copyright 2007 Using outcomes of APP assessment of key indicators Focused assessment ↓ Curricular targets ↓ Actions to achieve targets

© Crown copyright 2007 Modifying planning to achieve curricular targets Possible strategies Teach one or two additional lessons Use a few focused oral and mental starters Make changes to a subsequent related unit of work Provide focused teaching for targeted pupils when topic next taught Provide focused support from a teaching assistant

© Crown copyright 2007 The process Which probing questions were good for assessing the key indicators? Did you modify the probing questions? If so, how? How did pupils react? What strategies helped when pupils were reluctant to answer, or if they found the questions too hard?

© Crown copyright 2007 The outcomes What weaknesses, misconceptions or gaps were revealed? What curricular targets might be set to address these weaknesses and misconceptions? How should we involve pupils in agreeing and understanding these curricular targets? What actions are needed to ensure pupils are able to achieve their curricular targets? What do we need to do about any gaps identified?

© Crown copyright 2007 What needs to be recorded? Only record what you need to use, for example: the pupils who are insecure with a key indicator pupils’ resulting curricular targets, including a note of progress with these periodically, ongoing assessment levels for each attainment target

© Crown copyright 2007 Strengthening teachers’ feel for levels part 1: Exploring progression in key indicators Objective To explore progression across a set of related key indicators

© Crown copyright 2007 Exploring the progression in a set of key indicators: 1 Activity Work in pairs. Track the progression in the set of key indicators across the levels, by analysing the differences for one level to the next in the Examples of what pupils should know and be able to do. Use the Framework supplement of examples for more detail.

© Crown copyright 2007 Exploring the progression in a set of key indicators: 2 Discuss and agree the significant differences across the levels Consider the stages in the progression that pupils typically find difficult Note any implications for planning for teaching and learning

© Crown copyright 2007 Strengthening teachers’ feel for levels part 2: Discussing pupils’ work, stage 1 Objective To discuss and agree interpretations of levels in an attainment target

© Crown copyright 2007 Exploring and discussing the evidence Focus on a pupil judged at level 4 in attainment target Explore and discuss the evidence Confirm or question the sense of level, using the Examples and the level description Pinpoint specific pieces of evidence that support or question the level judgement Summarise the key evidence that supports the level 4 judgement Repeat for other pupils at levels 5 and 6

© Crown copyright 2007 Using the assessment packages Objectives To explore the use of assessment packages as part of APP To study one assessment package in detail To plan to use the assessment package with one or more teaching groups

© Crown copyright 2007 The assessment packages can be used to: provide teachers with further evidence to contribute to their ongoing judgements support teachers in providing formative feedback to pupils strengthen teachers’ understanding of levels support professional development activities to discuss and agree standards

© Crown copyright 2007 Outline of assessment packages in Year 7 Attainment targetsAssessed levels Number3/4/5 Number/algebra3/4/5 Shape, space and measures 3/4/5 Handling data3/4/5

© Crown copyright 2007 Outline of assessment packages in Year 8 Attainment targetsAssessed levels Number3/4/5/6 Algebra(3)/4/5/6 Shape, space and measures 3/4/5/6 Number/handling data (3)/4/5/6

© Crown copyright 2007 Outline of assessment packages in Year 9 Attainment targetAssessed levels Number4/5/6 Algebra4/5/6 Shape, space and measures (3)/4/5/6 Handling data4/5/6

© Crown copyright 2007 Each assessment package includes: detailed teaching notes for two lessons resource materials for teachers and pupils, including ICT resources solutions and performance indicators for the assessed activities examples of pupil work to exemplify performance at targeted levels

© Crown copyright 2007 Some practical considerations: 1 To use the assessment packages effectively: select an assessment package that fits the programme of work for pupils dedicate two consecutive lessons prepare carefully

© Crown copyright 2007 Using an assessment package to strengthen feel for levels Objective To work with performance indicators alongside examples of pupil work to explore and discuss evidence of NC levels

© Crown copyright 2007 Working with the examples of pupil work For each piece of pupil work: discuss the evidence – look at what might be revealed from incorrect responses pinpoint the evidence for specific performance indicators – what pupils at this level are generally able to do in this activity look at the bullets of what pupils at this level are less likely to be able to do Discuss any examples where the level judgement seems unclear

© Crown copyright 2007 Some practical considerations: 2 To use the assessment packages effectively: before the lessons, decide which pupils you need to focus on focus your marking on the assessment activities use the notes on ‘good’ and ‘better’ responses to get a feel for the quality and to inform feedback use the performance indicators and examples to make a level judgement add this to other evidence to inform your level judgement of the attainment target

© Crown copyright 2007 Discussing outcomes from use of assessment packages Objective To discuss outcomes from use of the assessment package(s) and implications for planning and teaching

© Crown copyright 2007 What did pupils typically do well? What did pupils typically have difficulty with? What weaknesses were revealed? Should we be reviewing any aspect of our teaching for this area of mathematics in the light of these difficulties and weaknesses? If so, which and how?

© Crown copyright 2007 Discussing and planning future use of assessment packages Objectives To discuss the benefits of the use of assessment packages To consider future plans for using assessment packages

© Crown copyright 2007 What are the benefits of using the assessment packages: – for teachers? – for pupils? What are the limitations?

© Crown copyright 2007 Some practical considerations: 3 When should the assessment packages be used? How should we coordinate the resourcing of the assessment packages? How should we support each other in preparing and using the assessment packages? How should we support each other in marking and assessing the assessment activities, including checking that we are being consistent? What are the implications for our ‘in-house’ testing?