Maths Hub

Maths Hub

Diagnostic Assessment

  • Published in Primary

Developing Diagnostic Assessment

Diagnostic assessment is a powerful tool for pinpointing key areas of strength and challenge in children’s mathematical learning. It can be used in a number of ways such as:

To identify areas of need in preparation for intervention (keep up or catch up).

To ‘take the temperature’ of the class prior to or during a block of learning enabling teaching to be more precisely focused.

To identify challenges and strengths for children with special needs.

To assess a pupil who is new to the school.

 

This workgroup gives teachers in Key Stage 2 the opportunity to:

  • Develop their understanding of diagnostic assessment compared to standardised assessment and the relative value of each.
  • Develop their practice in carrying out diagnostic assessment as a tool to identify areas of strength and challenge in children’s learning.
  • Write and trial new types of diagnostic assessment for maths beyond the four operations, initially fractions.
  • Reflect and consider the use of diagnostic assessment in their school as a tool for identifying challenges and strengths for groups of pupils, individuals (e.g. children new to the school, SEND) and for the whole class prior to a block of learning.
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Further details of the workgroup sessions can be found below.

 

The venue for all the sessions is

Meadow View Primary School, Meadow Hall Road, Rotherham, S61 2JD.

If you are interested in participating, please contact Judith Copley by email as soon as possible and before Wednesday 19th December.

This email address is being protected from spambots. You need JavaScript enabled to view it.

 

The dates & details for the workgroup are:

Monday 21st January 2019                 9.15am to 12.00

Diagnostic and standardised assessment: similarities and differences.

Key elements in diagnostic assessment and how to deliver it.

Gap task: deliver some diagnostic assessments and reflect on the process.

Friday 21st February 2019                   9.15am to 3.00pm

Review of gap task. Input around the development of fractions. Time to plan some diagnostic activities for fractions.

Gap task: trial some of the activities.

Thursday 14th March 2019                  9.15am to 3.00pm

Review of the gap task. Time to tweak fractions activities and work further on these.

Begin to develop activities and questions for another element of mathematics – to be chosen by the delegates.

Gap task: trial some activities and consider their use.

Ask other members of staff in school to use the questions and feedback.

Friday 10th May 2019                          9.15am to 3.00pm

Review of the gap task. Time to tweak activities covered so far and develop these further.

Gap task: trial activities further across the school and consider the successes and challenges of this approach.

Monday 17th June 2019                      9.15 to 12.00

Delegates to review and present findings.

 

Primary Subject Knowledge

  • Published in Primary

 

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There are different types of Work Groups which may be appropriate for colleagues' professional development. These include:

  • Mastery Readiness
  • Teacher Subject Knowledge Enhancement
  • Teacher Assistant Subject Knowledge Enhancement - follow this link
  • Primary Mastery Programme

 

As schools are in diferent stages of their mathematics development, we strongly advise maths leaders contact one of our local representatives.

Barnsley       Michelle Knott – This email address is being protected from spambots. You need JavaScript enabled to view it.

Doncaster    Yvonne Whaley – This email address is being protected from spambots. You need JavaScript enabled to view it.

Rotherham   Georgina Brown - This email address is being protected from spambots. You need JavaScript enabled to view it.

Sheffield       Pete Sides - This email address is being protected from spambots. You need JavaScript enabled to view it.

 

Who will be happy to discuss the most appropriate options for your school.

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  Quick links to work group pages (click on sub-heading) 1) Subject knowledge development for new practitioners 2) Established practitioners development of practice

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