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KS1 Assessment Maths Guidance

By Kathy Kelley,2014-10-17 13:11
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KS1 Assessment Maths Guidance

    Guidance to support

    Teacher Assessment

    at the end of Key Stage 1

    Mathematics section

Worcestershire

    Mathematics Team

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    Guidance to support teacher assessment in mathematics

This guidance aims to support Year 2 teachers in:

    ; developing good practice in assessing their children‟s

    achievement in mathematics throughout the year and

    ; making statutory end of key stage judgements against National

    Curriculum levels.

    It aims to collect together in one place national information (e.g. National Curriculum level descriptors and QCA/NAA guidelines), National Strategy guidance and advice from the Worcestershire numeracy consultant team, together with suggestions from Year 2 teachers in the county. Although it has been prepared with Year 2 teachers in mind, the guidance incorporates principles of good practice in teacher assessment relevant throughout the school.

    The mathematics section begins by establishing that, in order for their learning in mathematics to be assessed effectively, children need to experience a „healthy, balanced mathematical diet‟, which gives them the opportunity to demonstrate their knowledge, skills, understanding and learning behaviours in relation to mathematics.

Assessing children‟s learning is part of day-to-day practice and vital for

    identifying next steps in their learning. Additional regular assessment opportunities (e.g. half-termly or end-of-unit „assess and review‟ sessions)

    provide further information, as does the statutory KS1 mathematics test. Since the introduction of the NNS, teachers have been encouraged to use the Framework‟s Key Learning Objectives as a basis for assessing children‟s mathematics. The numeracy team have advised recording and tracking children‟s progress on individual KLO sheets, using agreed colours to identify the year in which objectives were achieved. This is to promote continuity by facilitating passing on of information from teacher to teacher and school to school. Where schools have adopted this approach, their Year 2 teachers found these invaluable in informing their judgements against National Curriculum levels.

    A strong message from Year 2 teachers at the regional cluster meetings and statutory moderation meetings held in summer 2005, was that assessment information can be gathered from a wide range of sources and that problem-solving and open-ended activities are far more effective for assessing children‟s learning in mathematics than worksheets.

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    Contents

    ; Creating opportunities for a healthy, balanced mathematical

    diet

    ; Good learning opportunities provide support for meaningful

    assessments what teachers have to say

    ; The „Birds‟ Eggs‟ problem – an example of a mathematical

    problem used as an assessment activity

    ; Progression in learning behaviours and mathematical thinking ; Probing questions

    ; Key Learning Objectives (referenced to National Curriculum

    levels)

    ; A sample of KLO assessment tasks

    ; Child-friendly Key Learning Objectives

    ; Where can I find my evidence for making judgements against

    National Curriculum levels?

    ; Using Key Learning Objectives to make judgements against

    National Curriculum levels

    ; Making judgements against National Curriculum levels (including

    guidance from the 2006 QCA Assessment and Reporting

    Arrangements booklet and NC level descriptors)

    ; Teachers‟ comments about children judged to be at Levels 1,

    2C, 2B, 2A and 3

    ; Teacher assessment „pick and mix‟ – justifying judgements and

    supporting moderation

    We are very grateful to the Year 2 teachers who acted as „teacher moderators‟, leading the regional cluster meetings for Year 2 teachers during the summer term 2005 and sharing their findings, which have informed this guidance. We would particularly like to thank the following teachers who gave up further time to meet with the numeracy team and use their experience to help shape the contents.

    Gail Evans Franche First School, Kidderminster

    Lorna Goodyear St Thomas More Catholic First School, Redditch

    Lisa Guest Perry Wood Primary and Nursery School, Worcester

    Linda Jones Wribbenhall First School, Bewdley

    Sarah Moody Cleeve Prior First School, Cleeve Prior, Evesham

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    Creating Opportunities for

     A Healthy, Balanced Mathematical Diet

     Planning appropriate,

    differentiated

     tasks with high expectations for all learners.

    Open ended, good

     quality tasks,

     Using probing linked to the questions to provide Key Learning opportunities for Objectives. children to show their

     thinking. See section on Probing

     Questions Opportunities to communicate Activities which answers, verbal enable children to and written.

     demonstrate their Using learning. day-to-day See‟ Progression in assessment Learning Behaviours and Mathematical Thinking‟ opportunities. sheet See AFL booklet in Excellence and ? Enjoyment Box

     „Provide challenges to

     individuals, pairs and small groups- watch them

     respond!‟

     „Closing the Learning Gap‟ by

     Mike Hughes ?

    1Excellence and Enjoyment: learning and teaching in the primary years Assessment for learning DfES 2004 (Ref: DfES 0521-2004 G) 2Mike Hughes „Closing the Learning Gap‟ Network Educational Press Ltd 1999

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     Good learning opportunities provide support for meaningful

     assessments.

     What teachers have to say.

     “I set a task, for example, „How many ways can you split 12 up into equal groups?‟ Then I sit

    and watch. They choose what equipment or apparatus they need and how to record. You can

     learn a lot about the children and plan their next steps.” “I sit my class in a horseshoe shape with one table in the middle. My focus group sit at the

     table in the middle, so I work with each group at least once a week. I often make assessment

     notes, and can focus on individuals I am not sure about, or have concerns about. The others know that they have to work independently, and know what to do if they are stuck… This

    has helped me and I really feel that I know my class better now that I work like this.”

     “So much happens when we are working as a whole class, in mental and oral

     starters and plenaries, that I keep a notebook next to me and jot things

    down if I think they are important.”

     I can share

    this with the Now, using these learning

     network so I‟m opportunities let‟s all discuss not alone! which level we think this child is working at.

     The children worked really

    well on the Birds‟ Eggs

     problem. I could assess some of that. work.

     5

    I used the Birds‟ Eggs problem from “ Mathematical challenges 3 for able pupils in Key Stages 1 and 2” booklet as a starting point and differentiated it for the groups in my class. It fitted

     in with our learning objective and allowed me to observe the

     children‟s learning behaviour.

     Ravi can often think Ali can cope with of a strategy larger numbers and talks but may need an about his adult to suggest method to where to start. others.

     Liz works confidently Josh can count and tries to 10 but will different need some ways to support to check her complete the work task.

    We have been developing problem solving across the school and

     we have found that if we use the same problem again with

    different numbers this allows the children to practise their

     skills and begin to consolidate their learning. As teachers we feel pressured into covering objectives but

     this approach allows our children to be more effective learners.

     3The National Numeracy Strategy „Mathematical problems for able pupils in Key Stages 1 and 2‟ DfES 2000

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    Birds‟ Eggs

     Differentiated You will need 19 birds‟ eggs. „Birds‟ Eggs‟ Three birds laid some eggs. problem

     How many eggs did each bird lay?

     Find different ways to do it.

     Birds‟ Eggs

     You will need 9 birds‟ eggs.

    Three birds laid some eggs.

     How many eggs did each bird lay?

     Find different ways to do it.

     Birds‟ Eggs

     You will need birds‟ eggs.

    Three birds laid some eggs.

     Each bird laid an odd number of eggs.

     How many eggs did each bird lay?

     Find different ways to do it.

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    Progression in Learning Behaviours and Mathematical Thinking

    ; Needs adults to model or suggest ; Has some ideas about how to carry out a ; Thinks ahead when planning and carrying out activity, can

    starting points. task, may need an adult to suggest and work systematically.

    ; Often needs support in carrying out model a starting point. ; Tries different ways if the first is not successful.

    a task. ; May not always be systematic, but tries ; Sees a short cut to doing something by spotting patterns ; Uses simple mathematical skills. things out and gets going on the activity. and making links.

    ; Can use given equipment. ; Beginning to see short cuts and makes ; Makes links with previous learning and uses it in Making and

    connections. different contexts. Monitoring

    ; Can simplify a problem by trying easier examples. Decisions

    ; Talks about what they are doing. ; Discusses what they are doing and talks ; Can confidently explain what they have done and why.

    Can answer simple questions while about what they have done after finishing ; Can organise information and data systematically and

    working. the work. clearly.

    ; Uses drawings to represent what ; Represents their work with symbols, ; Devises their own way of recording and may use symbols.

    they have done. models and drawings, uses these to show ; Uses their recording to look for patterns and check ; Uses equipment to represent what what they have done. results to see if they have repeated or missed something.

    they have done. ; Fills in tables prepared by the teacher. ; Can look at what‟s been found and make a general ; Adds simple labels/words around Knows where to log information once given statement about it. Mathematical Language their drawing. the headings. and ; Makes some connections eg, „the ; Can use a strategy to solve problems. ; Chooses an appropriate strategy from a range of Communication same‟, „there‟s some left‟, „longer‟. Beginning to explain why they have done strategies to solve problems. Beginning to justify their ; Repeats and begins to continue a something. decisions.

    pattern or a process that has been ; Can explain simple sequences. ; Predicts what might happen.

    shown. ; Can compare and order information. ; Can suggest and test hypotheses.

    ; Makes simple predictions, based on ; Beginning to make and use predictions. ; Makes a sensible estimate.

    what they have just done. ; Can create a pattern and explain it. ; Looks for patterns and can explain why things work out ; Can group things and show a simple as they do.

    sequence. ; Can check a solution against given Mathematical Reasoning criteria.

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     Probing questions

     I use the Year 2 probing questions I started using probing when I am assessing. I include

     questions in assess and review Year 3 and Year 1 questions for more and less able children. They lessons and realised I could be

     using them all of the time! really help focus my thinking.

    The probing questions (Years 1 3 examples included on following pages) were first published by the National Numeracy Strategy in

    42001 in the „Using assess and review lessons‟ ringbinder .

    They:

    ; were originally written for teachers to use in their half-termly

    assess and review lessons

    ; should be used in lessons generally, not just assess and review

    lessons

    ; are a starting point for a dialogue between the teacher and

    children

    ; are intended to help teachers and children identify

    misconceptions and difficulties

    ; must be used in context, i.e. when children are engaged in

    activities focused on the objective

    ; have been written so they can be used alongside any chosen

    activity

    ; are sometimes simple statements for children to think about

    and respond to, e.g. The taller the container, the more water

    (Year 1) it holds

    ; are only examples of the questions teachers might ask;

    teachers should add their own as appropriate in order to assess

    children‟s knowledge and understanding

     I have made an A4 pack with all the KLOs, and probing questions at the top of the page and room for notes,

    so I can use them for assess and

     review.

     4 Using Assess and review lessons DfES 2001 Ref: DfES 0632/2001

    Also available on the standards site www.standards.dfes.gov.uk/primary

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