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Mathematics Assessment Guidance

Mathematics Assessment Guidance. Who is the assessment for. Pupils who are working significantly below age related expectations. Misconceptions will be highlighted and appropriate interventions can be identified. Who administers the assessments.

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Mathematics Assessment Guidance

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  1. Mathematics Assessment Guidance

  2. Who is the assessment for • Pupils who are working significantly below age related expectations. • Misconceptions will be highlighted and appropriate interventions can be identified

  3. Who administers the assessments • Either teacher or teaching assistant, however it is important for the teacher to be involved in analysing the assessment results and identifying the appropriate intervention

  4. What does the assessment cover • Key objectives and associated skills from the Renewed Framework (Reception to Year 4) • Assessment will identify areas for development that should be targeted through appropriate intervention. • This assessment can be used initially to set a baseline • The assessment should be repeated after approximately 12 weeks. This will show the progress the pupil has made and will enable further targets to be set.

  5. Where to start the assessment • It is not necessary to work through the whole assessment from Reception to Year 4. • It is more appropriate to identify the section that you feel the pupil is currently working within and to start the assessment at that point. • However, if a pupil struggles with a specific objective it is important to track back to an earlier objective e.g. if a pupil is unable to identify the value of each digit in a three-digit number (Y1), track back to knows what each digit represents in a two-digit number (reception).

  6. How to administer the assessment • When administering the assessment it is important to record the pupil’s initial responses accurately. • The pupil should not be prompted in any way eg. “Are you sure that is the right answer?” • When recording the pupil’s responses a decision should be made about whether the pupil has achieved or not achieved the objective. For example: Question - “Tell me a number 10 more than 8”. Pupil’s response - Uses their fingers to count up in ones to 18. Pupil says “18”. Recording - Not achieved. Pupil not automatic with answer. Used fingers to count up in ones.

  7. How to administer the assessment • It may be helpful for some pupils to be shown a visual cue when a question is asked. These are not included in the assessment but can be written down as appropriate. For example: Question – “I think of a number and then subtract 12. The answer is 26. What is my number? Visual Cue – Write down 12 and 26 for the pupil to look at. • If there is uncertainty about whether an objective has been achieved, additional questions should be asked of the pupil until an outcome is clear.

  8. How to administer the assessment • Make a note in the ‘comment’ column of strategies used e.g. counting in ones, finger patterns. • If an objective has been achieved write a comment to show whether the pupil has been automatic in their response or not.

  9. What does the assessment contain • Assessment objectives / associated questions / record of responses • The assessment generally refers to the use of counters although reference is made to alternative every day items such as biscuits and sweets. This may be more appropriate for some pupils. • Pupil Sheets • Resource sheets • Vocabulary cards

  10. Links • Links have been made to the DfES Wave 3 Mathematics Teaching Units, Springboard Maths and Maths Recovery Interview Schedules • These interventions can be used, if required, to address the misconception associated with that objective.

  11. Pupil Sheets • This assessment contains pupil sheet A to G. • The pupil sheets are referred to throughout the assessment. The pupil is required to record their answer on the sheet. • The appropriate sheet/s needs to be available for the pupil at the beginning of the assessment.

  12. Resource Sheets • This assessment contains resource sheets 1 to 6. • Before administering the assessment it will be necessary to prepare the resources needed.

  13. Vocabulary Cards • This assessment contains vocabulary cards 1 and 2. • The purpose of each card is to determine the pupil’s understanding of the mathematical vocabulary. • It is not essential that the pupil has responded with the correct answer to each question but that the child has understood the meaning of the word. • A record should be made of any vocabulary not understood.

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