Assessing Pupil Progress APP in mathematics Aims

Assessing Pupil Progress (APP) in mathematics

Aims: • To understand the structure and content of the APP materials for mathematics. • To understand the National Curriculum statements in each level. • To be confident and accurate when levelling mathematics work. • To develop next steps for APP in mathematics as a school for 20102011

Why is APP important? • APP supports teachers to level work against National Curriculum levels. • APP increases understanding of progression. • APP uses a wide range of evidence. • APP provides a realistic spiky profile. • APP helps to target children effectively for Guided Group Work.

The materials • National Strategies site, assessment section • Assessment guidelines and standards files • High, secure or low judgements -------------------------------------------- • A 4 = Four pages per guideline – link to NC attainment targets and Primary Framework strands. Each page is split into assessment foci (AFs) and the relevant NC statements are shown on the back. Two levels per guideline to show progression. Bullet points are the National Curriculum statements, dashes provide exemplification. • Weighting applies for overall level Page 1 - U+A/MA 1 = 20% Page 2 – Number/MA 2 = 50% Page 3 – SSM/MA 3 = 20% Page 4 – HD/MA 3 = 10% • A 3 = Two pages, 50% on each page. Level 1 -8 to show progression throughout school and demonstrate real spiky profile. No exemplification so must have complete understanding of the statements for accurate assessments.

The process • Start with a sample of children then use for all children • Use the appropriate assessment guidelines for each child • Use a full range of evidence to highlight statements achieved in each assessment focus and annotate the statements with where to find the evidence • After the initial assessment, repeat the process termly for each child to update attainment in line with progress -------------------------------------- • Start with MA 2 then MA 3, MA 4 and finish with MA 1 • Use professional judgement and best fit of the highlighted statements to ascertain a high/secure/low level for each attainment target • Take the percentage weighting into account when determining the overall level

Evidence • Use a range of evidence, including notes on discussions with individual children. • Use evidence from different parts of the lesson, week or unit of work. • Teachers need to plan time when they can observe – always be on the lookout! • Keep records instantly. • There are different ways of collecting evidence and teachers need to find what works for them. • For children to demonstrate what they can do, open ended questions and activities are important.

APP should not be an activity that takes place away from school. The conversations and process of moderation are critical to the whole process.

- Is independent work being used to assess the children in mathematics? - As a school, how will we annotate the statements with notes of where to find the evidence of independent work? - Is a range of evidence being used, including cross curricular? - Are children being assessed in a range of contexts? - Are teachers identifying opportunities for independent work to use as evidence for assessment at the planning stage? - How will we, as a school, identify independent work that may be used as evidence (stamp, sticker…)? - Do we always need to apply ‘two ticks then highlight’? - When should we update the APP sheets – do we have to wait until the end of each term?

Developing next steps for APP Teachers: • Annotating APP sheets with evidence • Identifying possible evidence at the planning stage • Ensuring evidence is from independent work • Using a range of evidence. Mathematics subject leader: • Monitor the developments through triangulation of plans, book scrutiny and APP sheets. All teaching staff • Moderate teacher assessments termly to ensure accuracy and consistency across the school

The vision for 2010 -2011 The use of teacher assessments and APP in mathematics will: - be more manageable for teachers - be accurate and consistent across the whole school - be integrated into daily practice (rather than being a bolt-on).