APP and Mathematics

1. APP andMathematics

2. Objectives: to secure understanding of the APP process and materials to clarify the process of making a level judgement in number to make links between the assessment focuses and the renewed framework

3. APP is a tool to assess children’s progress periodically against National Curriculum Levels • It is a formative approach which informs next steps • It is diagnostic because it identifies gaps in learning • It enhances classroom practice and encourages cross curricular opportunities • Embedded in primary frameworks and keyed into National Curriculum Level descriptors APP is all about moving away from formal testing and directly linking assessment / teaching and learning.

4. The process of assessment that informs APP is important because it helps to determine: • successes • gaps • progress • weaknesses

5. Reminder of the APP Process • Teachers select a sample of pupils who are representative of the whole class. (6 pupils suggested) • Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus • They select the appropriate ‘level boundary’ and arrive at judgements using the assessment guidelines sheet • Annotated examples of pupils’ work provide reference points for teachers (standards files)

6. APP materials • APP Handbook • Assessment Guidelines sheets - assessment criteria based on level descriptions and Assessment Focuses • Standards Files - annotated samples of pupils’ work which provide nationally agreed reference points for teachers

7. The APP process

8. The assessment guidance sheets breaks Ma2- number in to six assessment focuses & links them to the related strands

9. Mathematics: making a level judgement • Use these steps to formalise your assessments of pupils' mathematics into level judgements. • You will need: • evidence of the pupil's mathematics that shows most independence, for example, from work done in other subjects as well as in mathematics • other evidence about the pupil as a mathematician, for example, notes on plans, the child's own reflections, your own recollections of classroom interactions, oral answers given during mental oral starters • a copy of the assessment guidelines for the level borderline • that is your starting point

10. Step 1 Making best fit judgements For each assessment focus, draw up evidence from the child’s work and other sources, including what you know about the child’s skills in mathematics. Use the criteria in the Assessment guidelines to decide which level provides the ‘best fit’

11. Step 2 Work through Ma2, Number Begin with the assessment guidelines for Ma2, Number. Look at the criteria within each assessment focus (AF). Decide which level best describes the child Record the level for each AF in the appropriate box. If you do not know enough about this aspect of the child’s mathematics to make a judgement record ‘insufficient evidence’ (IE). This has implications for planning. If you think the child is operating below the level, check the criteria in the Assessment guidelines for the level below.

12. Step 3 Making an overall level judgement for Ma2, Number Now make your level decision for Ma2, Number. Your AF judgements give an impression of the best-fit level for Ma2. Read the complete level descriptions for both levels to confirm your impression of the best-fit level for Ma2.

13. Step 3 (continued) Decide whether the level is low, secure or high. Do this by thinking about what the child demonstrates. Consider this in terms of: How much of the level is covered by the evidence How consistently the evidence applies to the criteria The extent to which the evidence shows any independence and choice The range of contexts covered by the evidence Tick the relevant box – low, secure or high for the level

14. Step 4 Repeat the process for Ma3, Ma4 and then Ma 1 For the Ma1 judgement, consider how the child uses and applies the mathematics of Ma2, Ma3 and Ma4.

15. Mathematics assessment activity Jaiman is in Year 2 and has been assessed at High Level 1 Look at the work samples for Ma2: Number Highlight the relevant AF statements for which you find evidence 15

16. Now compare your highlighted sheet with the Jaiman’s assessment guideline sheet from his standards file. • Do you agree with the judgement?

17. Evidence gathering Identify the range of contexts used to support making a judgement for Jaiman. What contexts do you use to assess children’s learning? Can you think of any other ways to collect evidence?

18. Whilst watching the video consider: • How was the teacher gaining her evidence? • How might she record it?

19. Remember….. Key considerations: • How much of the level? • How consistently? • How independently? • In what range of contexts?

20. Impacting on teaching and learning Assessment of ongoing work Identify AFs where children have under-performed Identify AFs where there is insufficient evidence Modify planning to focus on core aspects of learning associated with underperformance Modify planning to secure a fuller evidence base

21. Discussion What will your school need to have in place for maths, to be in a good position to implement APP effectively?