1. Self assessment in Maths
Julia Crawford

2. Self-assessment: Purpose
Enables students to independently assess their own progress with confidence rather than always relying on teacher judgement
Students are actively involved in the learning process
Independence and motivation is improved
Give students a sense of improvement as a result of effort
Supports students to identify their next learning steps

3. Develop self-assessment capability
Teacher deliberately models and scaffolds skills and processes
Effective self-assessment requires:
Exemplars clearly demonstrating what is being learnt
Clear and specific success criteria on manageable chunks of learning
Opportunities for students to identify success and a place for improvement
Opportunities for students to make improvements independently
Self-assessment is done on drafts of work in progress in order to inform revision and improvement.
Develop self-assessment capability
Andreda H. & Valtcheva, A. (2008)

4. Introducing self-assessment
Define self-assessment in student friendly language
Discuss with students
Purpose and benefit
Take responsibility for learning process
About learning and improvement
Teach, model, & scaffold skills of self- assessment
Develop a process
Identify success
Identify tricky bits and improvement
Make improvement independently
Plan for self-assessment opportunities in lessons
Introducing self-assessment

5. Define self-assessment

7. Quick and easy Highlighting, circling, colour coding A continuum
Thumbs up/ thumbs down
Two stars and a wish

8. Quick and easy
Traffic lights / smiley faces

9. Another traffic light

10. Growth mindset maths Helen Hindle (East London)
Links to the Growth mind set (Carol Dweck) and Visible Learning (John Hattie)
Teaching without labelling mixed attainment teaching
The following slides are examples of self assessment/reflection tools that Helen has developed…
Home page:

11. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

12. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience
Skills
A mistake that moved my learning on……

13. Tips I would give a friend to solve this problem are .........
I have made a link between this topic and …
To help me move forward, when I got stuck today, I ….
Today I interacted with the teacher by ……
Today I am still unsure about ………………
To fill in this gap I intend to …………
A barrier to my learning today was………..
I will try to overcome this by …..
Today I explained to ……….
how to …………..
Something I have learnt today about the way I learn is ………
At home, I need to look at ………………

14. Which mindset did I demonstrate? Mark each scale with an arrow.
Did I use whole class discussions / explanations as learning opportunities? (Did I listen? Did I ask questions? Did I contribute answers or make suggestions?)
Did I work on tasks that challenged me?
Did I use strategies to ‘un-stick’ myself when I found the tasks difficult?
Did I check my work for mistakes and correct them?
Did I put as much effort as I possibly could into the tasks?
Never
Sometimes
Always

15. Progress Pyramid One question I would like answered…
Two things I am not sure about yet….
Three things I understand well enough to explain to someone else…

16. Learning Journey
Giving students a sense of progress using a learning journey (flight pathway)
'Meaningful learning tasks give students a clear sense of progress leading to mastery. This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before. Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their process. That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.' (Dweck 2010) 

17. Year 7 Number - Calculations
a) I can add and subtract three digit whole numbers using written methods.
b) I can multiply and divide whole numbers by 10.
c) I can multiply and divide two digit numbers by 2, 3, 4 5 or 10.
When given a number sentence, I can create related sentences, e.g. If I know that
14 x 5 = 70,
I also know that
5 x 14 = 70 and
70 ÷ 5 = 14 etc.
d) I can carry out simple calculations involving negative numbers.
e) I can add and subtract three (or more) digit numbers, including decimals, using a written method.
f) I can multiply and divide whole numbers by 10 or 100.
g) I can multiply two digit whole numbers by a single digit whole number.
h) I can multiply a simple decimal by a single digit.
i) I can divide by a single digit number.
j) I can multiply and divide whole numbers and decimals by 10, 100 and 1000.
k) I can multiply and divide any three -digit number by any two-digit number.
l) I can order, add, subtract, multiply and divide negative numbers.
m) I can carry out multiplications and divisions involving decimal numbers.
n) I can calculate with numbers written in standard form.
Given to students at the start of a unit of work with a mini assessment… refer to learning journey throughout the unit … end of unit assessment
Pupil Version -Print this slide and the next slide two to a page and give to pupils to glue into their books. These should be printed onto blue paper so that pupils can easily find them in their books. Pupils should be referring to these every lesson.

18. Fluency Problem Solving Reasoning
I can multiply and divide whole numbers and decimals by 10, 100 and 1000
I can multiply and divide any three-digit number by any two-digit number
Fluency
Answer these questions
a) x 100 =
b) ÷ 1000 =
c) 3.5 x 1000 =
Problem Solving
Reasoning
317 people are going on a school coach trip.
Each coach will hold 28 passengers.
How many coaches are needed?
You must show all your working out.
Convince me that I have made a mistake calculating 348 x 27
300 x 20 = 6000
300 x 7 = 2100
40 x 20 = 800
8 x 7 = 56
= 8956

19. SOLO Taxonomy

20. Why use SOLO?
Hierarchic taxonomy – increasing in quantity and quality of thought
Powerful way to differentiate the curriculum and provide cogitative challenges to students
Allows students and teachers to ask deeper questions without creating new ones
Powerful metacognitive tool
Underpins Achieved, Merit, Excellence of NCEA

21. SOLO examples: Trip to England

22. SOLO examples: student reflection

23. SOLO example: Volume

24. SOLO examples: Fractions

25. SOLO example: describing distributions

26. Next steps to use self- assessment?
What will you try first?
What will you do to make steps to using the SOLO taxonomy in (self)-assessment?

27. Accredited Professional Development Facilitator
Julia Crawford