1. Our School Context www.theappletonschool.org
11-16 school in Essex. Roll of 1200
65-70% GCSE grades A* to C
Below expected A*/A grades
Ofsted Excellent school (June 2010)
Department of 10 (5 in MKN)

2. MKN background
Within the mathematics department we have a well established summative assessment procedure linked to SIMS and National Curriculum levels or GCSE grades.
We have found that student performance is not always reflected by teacher perceived classroom performance.

4. Three questions
How assessment can be used to promote learning before these summative assessments happen?
How these assessments can be used to improve the examination success of students?
How these assessments can be used to improve future teaching and learning of the topics being assessed?

5. How assessment can be used to promote learning before these summative assessments happen?
Find out where students are before teaching.
Effective questioning – working with John Mason
Example spaces- theirs and ours.
How many ways…? Write a question on…. Task 1a
Construct and deconstruct then solve. Task 1b
Promote generalisation
AfL strategies – faces, hands up, exit polls, etc, etc,
Know where students are after the teaching.

6. How these assessments can be used to improve the examination success of students?
“What have you done with the comments made by your teacher?”
Follow up essential – exploring linking to individual tasks or similar. Task 2
Planned revision – round robins
using “Structure of a topic” on NCETM website

7. How these assessments can be used to improve future teaching and learning of the topics being assessed?
Sharing good practice. Using departmental meetings to discuss maths not admin!
Departmental strategies
A long term view – get students to think again!

8. Obstacles Time (of course) Cost Resistance to yet more change
School set constraints
Ease of NCETM website for MKN members

9. What next?
Follow up training
Embedding practice
Paired observations

10. The Benefits Professional dialogue Teachers think hence plan.
Accountability
Improved student understanding

11. Task 1a
In how many ways can you find the area of this shape?

12. Task 2 What could I, as the class teacher, do with this information?
On a recent test, 20 out of 24 students were unable to give the correct answers to this question. I taught the topic three days previously.
6 Laurence’s weight is 84 kg to the nearest kilogram.
a Write down the maximum Laurence’s weight could be.
b Write down the minimum Laurence’s weight could be.
What could I, as the class teacher, do with this information?

13. Task 1b X<3 Construct and deconstruct an inequality starting with….