Assessment in the new National Curriculum: an ATM perspective
This collection of tasks illustrate how a teacher can use ordinary classroom practice as the basis for assessment. The materials have been linked to the 2014 programmes of study to support the busy teacher of mathematics grappling with the demise of levels. The approach taken may be applied to any task, so this resource will be valuable for groups of teachers who wish to develop rigorous assessment practice that supports progress and recognises achievement.
For each task, a possible starting point is presented. Some possible outcomes are described in a sequence that shows progression through the programme of study. Where the outcome suggests confidence and competence in an aspect of the National Curriculum (NC) this is identified. Evidence of attainment in relation to the aims of the National Curriculum is also identified where appropriate.
Assessing whether learners have genuinely learned some content in mathematics or developed their ability to think mathematically can be challenging. This book offers a way to use working on a rich task to know when an idea is embedded at an appropriate level for the age and stage of your learners.
Every school will find this book invaluable in guiding them towards assessing their learners in a meaningful and formative way, through the given tasks and developing their own tasks.
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