1. © Crown copyright 2008 00530-2008DOM-EN Mathematics Using Assessing pupils' progress (APP) to support the teaching and learning of mathematics

2. © Crown copyright 2008 00530-2008DOM-EN Assessment Formal recognition of achievement Reported to parents or carers and next teacher or school May use tests or tasks from national sources Transitional (public view) Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Periodic (standing back) Assessment for learning Peer- and self-assessment Child engagement and immediate feedback Day-to-day (close-up view)

3. © Crown copyright 2008 00530-2008DOM-EN APP process Teachers select a sample of children. Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus. They select the appropriate level boundary and use the Assessment guidelines sheet to arrive at judgements. Standards files include annotated examples of children’s work to provide reference points for teachers.

4. © Crown copyright 2008 00530-2008DOM-EN APP process Collect children’s work demonstrating independence and choice, along with any other evidence or notes. In this meeting, staff will use David’s training file. Identify the level borderline guidance that is to be used for the assessment. For David, use the level 2-3 guidelines. Look through the work for each assessment focus (AF) and highlight the applicable criteria. Consider which level offers the best fit and tick the appropriate level-related box for each AF. Make an overall level judgement.

5. © Crown copyright 2008 00530-2008DOM-EN Highlighting the criteria Begin with the assessment guidelines for Ma2, Number, at the same time looking for any Ma1 evidence. Look at the criteria within each AF. Decide which level best describes David’s attainment. 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). Note any implications for planning.

6. © Crown copyright 2008 00530-2008DOM-EN When making a judgement Think about: 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 on the part of David the range of contexts covered by the evidence.

7. © Crown copyright 2008 00530-2008DOM-EN Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: licensing@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context.