1. Tracking pupils’ progress in mathematics

2. Objectives
To consider the range of pupil performance data available to schools
To improve the tracking of pupils’ progress during Key Stage 3
To use assessment data to inform teaching and support learning
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3. 2003 KS3 test results for mathematics: national data
1.2

4. 2003 KS3 test results for mathematics: LEA data
Data for your LEA
1.3

5. Pupils’ progress in mathematics from KS2 2000 to KS3 2003: national data
1.4

6. Pupils’ progress in mathematics from KS2 2000 to KS3 2003: LEA data
Data for your LEA
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7. Pupils making little or no progress: key questions
Look at your school data for your current Year 10 cohort.
How many pupils stayed within level 3, level 4 or level 5 in your school in 2003?
Were these pupils concentrated in particular teaching groups?
What is your school’s progress rate for pupils who attain:
level 4 at KS2 and level 5+ at KS3
level 3 at KS2 and level 5+ at KS3?
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8. Levels of assessment in the Framework
What do you understand by:
short-term assessment
medium-term assessment
long-term assessment?
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9. School assessment systems: features of good practice
KS2 data analysed as soon as possible
Data used to identify signs of underachievement
Progress of particular groups reviewed:
those who have had mathematics intervention
those who have attended booster classes
those who have learning mentors
those who have good or poor attendance
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10. School assessment systems: features of good practice
Subject teachers, teaching assistants and tutors use assessment information to regularly review the performance and expectations of pupils
Schools sample test papers using item level analysis
Schools use key objectives to track pupils’ progress
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11. Crown copyright statement
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1.10