Session 1: Newsupdates

1
Primary Mathematics Subject Leader Network
Meeting Autumn Term 2009
Session 1 News/updates Feedback form the
Gap Task (June 09) Session 2 Renewed
Framework Assessing Pupils Progress (APP)
- the moderation process
2
Session 2.Assessing Pupils Progress

• To review the implementation of Assessing Pupils
  Progress (APP) in Staffordshire
• To develop the moderation of evidence
• To introduce an APP related gap task

3
Core and universal CPD

• There are 26 core schools mainly focusing on the
  opposite discipline having introduced and begun
  to embed APP for either literacy or numeracy.
  Some of the core schools will be Hub schools
• Day 2 APP universal training in Autumn 1 for
  literacy and numeracy focusing on Ma2
• Continue to strengthen APP through
  co-ordinators updates.

4
Developing assessment using the National
Curriculum Level Descriptors

• Attainment target 1 (Ma1) Using applying maths
• Attainment target 2 (Ma2) Number
• Attainment target 3 (Ma3) Shape,space,measures
• Attainment target 4 (Ma4) Handling data

5
SMT planning/implementation
In-school standardisation
Teachers collecting evidence making judgements
CPD
In-school moderation
Cluster moderation
6
The purpose of moderation is to validate the
teachers judgements and ensure judgements are in
line with national expectations. It is important
that teacher assessment is accurate and supported
by evidence.
7
Models for moderation

• One-to-one
• A teacher presents their evidence for one Ma to
  the moderator/APP leader and describes
• .is best described as In order to move to
  the next level and/or make progress .needs
  to.
• b) Group moderation
• One teacher distributes copies of evidence for a
  child for one Ma to each member of the group
  (approx 3 other teachers). Each person looks at
  the evidence (silent reading) for 10 -15 mins and
  completes a blank assessment guideline grid.
  There is then an opportunity to ask questions
  about the child - oral evidence that may enrich
  the main body of evidence. Pairs discuss the
  level and then compare this with level being
  proposed by the teacher.
• A consensus is reached.

8
What to bring to moderation

• Up to 6 pieces of evidence for 1 of your APP
  focus children
• Completed assessment guidelines for the agreed
  attainment target focus e.g.. Ma2 or Ma2 Ma1
• Teachers notes/commentary
• Review of evidence form?

9
APP - a collection of evidence

• Looking at a collection of evidence rather
  than simply individual pieces of work is most
  useful. Such work may be enriched with notes or
  include conversations to support what you know,
  have observed or heard during maths lessons
  relating to that child. Such rich evidence is
  crucial if secure judgements are to be made.

10
Group Moderation

• I am Lauras Y3 teacher and have been asked to
  collect evidence and complete a review of
  evidence sheet. I have copied them for each
  person in the group.

11
Group Moderation

• As moderators, individually look at the
  Lauras APP evidence for Ma2 and complete the
  blank assessment guideline grid (L2 L3 Ma2)
  silent reading.
• 10-15 mins

12
Group Moderation.

• Compare and contrast as a group of moderators
  what you now know about Lauras attainment.
• Think of questions that you want to ask me
  relating to Ma2 that would help decide more
  accurately which sub level.
• 10-15 mins

13
Good evidence can cover more than one assessment
focus or even attainment target

• Evidence for a number of AFs can sometimes be
  seen in the same piece of work e.g. how a pupil
  has tackled a problem can show both how they are
  using and applying their mathematical
  understanding as well as particular calculation
  skills.

14
Developing assessment using the National
Curriculum Level Descriptors

• Attainment target 1 (Ma1) Using applying maths
• Attainment target 2 (Ma2) Number
• Attainment target 3 (Ma3) Shape,space,measures
• Attainment target 4 (Ma4) Handling data

15
In pairs

• Each of the level descriptors for Ma1 UA has
  been cut up into separate sentences. Discuss and
  decide which sentences go together to form the
  complete level descriptors for Level 1 to Level
  5.

16
The assessment guidance sheets breaks Ma1UA in
to three assessment focuses then links them to
the related strand
17
Standards files
18
Standardisation for Ma1

• a) Using the range of evidence can you agree on
  the following?
• ..is best described as
• b) If you are confident with the level you may
  wish to think about next steps.
• To make further progress needs to.

19
Developing an understanding of levelness

• Continuing with Ma2 now..
• using each focus children start to think about
  what level the child is working in Ma1-UA and
  what evidence could be used to support your
  judgements. At the next moderation meeting bring
  your judgements, guidelines and evidence for both
  Ma1 and 2.

20
SMT planning/implementation
In-school standardisation
Teachers collecting evidence making judgements
CPD
In-school moderation
Cluster moderation
21
Autumn term Gap Task

• As maths co-ordinator
• Compare your school data with the county and
  national data. What are the strengths and what
  are the developments areas
• Familiarise yourself with Ma 1 APP materials and
  ensure this is integrated into your whole school
  cycle of standardisation and moderation.