1. Mathematics Development Programme for Teachers Assessments of progress

2. How assessment sits within the structure of the course This 40 day course consists of – 30 days at IOE – 10 days school-based Assessment has formative (advice) and summative (how good) aspects

3. Formative and summative, required and optional FormativeSummative Required Needs analysis at course start Dialogue Notebook Presentation June 2011 Mathematics exam June 2011 Structured Portfolio for 40 credit H-level assessment ‘H-Level’ is the standard for third year university work in mathematics education Optional On-line mathematics practice BBC Bitesize (KS3 & 4) Other post 16 maths resources Essay for 30 credit M-level assessment ‘M-level’ is the standard for Masters work in (mathematics) education

4. Required and Formative Needs analysis Dialogue Notebook Presentation Mathematics exam

5. Dialogue Notebook Each Dialogue Notebook entry consists of one or more of the following: 1.Your description of mathematical topics 2.Your work on a mathematical task 3.Your reflections on the mathematics studied 4.Your queries to tutors Using your notebook entry we will give feedback to you

6. Required and Summative Your Structured Portfolio consists of assessments of A.Your knowledge and understanding of mathematics pedagogy B.your understanding of difficulties in learning mathematics C.your appreciation of mathematics as a discipline D.your ability to reflect and appraise what A, B, C and doing and marking an exam show you have learnt and what these assessments do not reveal. This is the assessment that you need to pass to get your financial incentive!

7. The structure of your Structured Portfolio D Reflections A Pedagogy Teaching a topic in different ways B How mathematics is learned On pupils’ misconceptions C Appreciation of mathematics History, culture and concepts of mathematics Exam A selection of questions, collected over the year, marked and commented on by you.

8. The specific assignments for each part of your Structured Portfolio A.On your knowledge and understanding of mathematics pedagogy – ASSIGNMENT: A report justifying and comparing these approaches (about 1500 words). B.On your understanding of difficulties in learning mathematics – ASSIGNMENT: A paper addressing pupils’ misconceptions in two of the themes (about 1500 words). C.On your appreciation of mathematics as a discipline – ASSSIGNMENT: Describe connections between two themes and devise, trial and evaluate a task for pupils to make these connections (about 1500 words). D.On your ability to reflect and appraise what A, B, C and the exam show you have learnt and what these assessments do not reveal. – ASSIGNMENT: A paper that draws on the other portfolio items (A, B & C) and the maths exam and communicates your personal appraisal of your progress and what your next mathematics professional development steps might be (about 1500 words).  NB – There will be a two hour exam in June 2011. You will mark your own paper – given a mark scheme – and comment on how you have done and submit your answers and commentary as a ‘data base’ for your reflection, D.

9. How does the Dialogue Notebook help me with my Structured Portfolio? Dialogue Notebook - sectionsSections in Structured Portfolio this should contribute to: 1. What maths did we do?C – connections; D – reflection; exam. 2. My mathematical workA – mathematics pedagogy; B – understanding mathematics learning; exam. 3. My reflections on the week’s workB – understanding mathematics learning; C – connections; D – reflection. 4. My queriesPotentially all sections.

10. Optional and Formative In order to become fluent, you’ll need to practice! On line practice questions are available through – BBC Bitesize

11. Optional and Summative You may write an academic essay, of 5000 words, on a topic consonant with your studies on the course according to the following specification: – Participants will choose to write about a pedagogically-oriented focus that cuts across or draws upon several of the themes. They will be expected to critically review relevant literature and demonstrate pedagogic reflections relating their school-based work to their experiences at the university. The essay is assessed at M-level and will, together with 80% attendance on the course, give you 30 M-level credits. For those interested in submitting a Masters assignment, please make you intention clear in the New Year and arrange to discuss your title and focus in a tutorial where further readings will be suggested.