Maths Assessment in KS1 and KS2

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Maths Assessment in KS1 and KS2

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Challenge for teachers with KS1 to assign design
activities to yield evidence.

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Need to ascertain the extent of each childs
ability.

• How do you achieve a balance between assessing
  and teaching?
• What resources do you give children so they can
  work to the extent of their ability?
• How do you keep an open mind about the outcome?

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Monitoring Assessment ProceduresLook at how
activities at Year 1 will build a picture of
evidence in Year 2

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Are the children motivated / interested?When
managing a whole class is teacher focusing on an
identified couple of children?

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• Vocabulary is very important. Could start a
  lesson.
• with open question to identify vocabulary they
  know.
• and use.
• Try to make sure all involve eg. white boards,
• Number fans, so you can see at a glance who has
  or.
• has not got it right.
• Make sure children are not following others.

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Puppets are a good idea to keep everything as
familiar as possible. Another idea may be a
story book for a maths starter activity Observe
and listen to discussionAlso use assessment
time to identify misconceptions

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Group AssessmentListening is important -
difficult as a teacher not to interrupt! Move
between teaching and assessing role

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Main Messages

• Promote good talking
• Encourage maths vocabulary
• Listen and observe
• Keep an open mind
• Make activities fun

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Using Optional and Statutory SATs

• Use data to identify
• Strengths
• Areas for improvement

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Set individual and group targets

• Review targets
• Use to set whole school curricular targets

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Use of Tracker Sheets

• Record sub-level data
• Use to set whole school curricular targets
• Identify Teaching Assistant support

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Teacher assessment

• Teacher assessment is based on assessment of a
  much wider
• range of evidence than the tests can cover.
  During the year, Year 6
• teachers gather a detailed picture of childrens
  achievements, building
• on evidence from previous years. This knowledge
  helps inform
• decisions about planning and teaching.
• It forms the basis of teacher assessment, which
  is a judgement
• independent of the tests. It covers some areas
  which are not tested,
• such as Speaking and Listening, and other areas
  where the tests can
• only offer limited evidence, such as the range of
  reading and writing
• and the application of mathematical knowledge in
  a variety
• of contexts.