4/9/2018 An Introduction to Assessment - Maths — No Problem! : Maths — No Problem!

An Introduction to (https://mathsnoproblem.com)
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by: John Dabell (https://mathsnoproblem.com/author/john-dabell/) |  May 11, 2018 @ 6:00 am

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An Introduction to Assessment

The primary purpose of assessment in the maths classroom is to upgrade knowledge, understanding and
skills.

Assessment is fundamental to the process of teaching and learning and forms an important part in the lives of
pupils and teachers. It’s therefore vitally important that we understand how assessment works and how to get it
right.

The way assessment is organised in a classroom plays a key role in creating the culture, attitudes and norms of
behaviour and enables teachers to shape the positive conditions in which pupils’ learning can ourish.

Stuart Kime (2017) in ‘What Makes Great Assessment?’ says that great assessment is not a single ‘thing’:

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It is a collection of tools brought together in a toolkit, and used artfully by teachers. Great assessment is
the servant of learning, not its master. It is purposeful, manageable, ef cient and effective. Great
assessment is lean and valuable.

The forms of assessment can be split into three distinct groups: Assessment for, assessment as and assessment
of learning. These approaches are designed to enable teachers to gather evidence and make judgements about
pupil achievement. All three forms of assessment are valid and each serves a purpose but, they’re not necessarily
separate approaches and can be used independently or together, formally or informally. They are vital in providing
opportunities for teachers and pupils to identify areas of understanding and misunderstanding.

So what do these forms of assessment look like?

Assessment for Learning(AfL)

Assessment for learning, commonly referred to as formative assessment, occurs during, rather than at the end, of
the teaching and learning process to help clarify pupil understanding of maths. As teachers we work alongside
children on a day-to-day basis to really delve deep into what they know and don’t know so we can be exible
with our teaching to accomodate misunderstandings or to stretch those who have already demonstrated a
suf cient grasp of a concept.

In fact, AfL is what Dylan Wiliam, Emeritus Professor of Educational Assessment at the UCL Institute of
Education, calls ‘responsive teaching’ or the ‘the pedagogy of contingency’ whereby teaching is constantly
adaptive. This is an ongoing formative process of gathering and interpreting evidence to determine where
students are in their learning, where they need to go, and how best to get there.

To use AfL effectively we want to provide ‘active assessment’ feedback that is inclusive of all learners and re ects
a belief that everyone can improve. It involves teachers, pupils and parents re ecting on evidence and encourages
self-assessment and peer assessment. And, ultimately, we use assessment to help pupils learn better, rather than
just getting a better mark, grade or level.

If you’re looking for some great engaging activities that can prove really useful in your assessment of
understanding and the improvement of the children’s mathematical literacy you may want to consider some of the
following:

Balloon debates
Card sorts
Concept cartoons
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KWHL grids
Odd one out
Posters
Rumours
True-false statements
Quizzes (low-stakes diagnostic multiple choice)

Assessment as Learning (AaL)

Assessment as learning is when pupils actively monitor their own maths learning, ask questions and use a variety
of strategies to decide what they know, what they don’t know and what they partly know. They are their own
assessors for new learning.

AaL is the process of developing and supporting pupil metacognition. It encourages pupils to be self-re ective, to
ask questions about and take responsibility for their learning. This involves teachers and pupils co-creating
learning goals to feed growth and development and provides ways for pupils to use formal and informal feedback
and self-assessment to power their next steps encouraging peer assessment, self-assessment and re ection.

For instance, maths journaling can play a major part of children becoming actively involved in AaL giving them an
opportunity to focus on their learning journey and articulate understanding. It enables them to embrace mistake
making and to critically think in order to adjust.

Assessment of Learning (AoL)

Assessment of learning (often known as summative assessment) is the process of testing individuals in order to
determine their understanding of maths. It can be used to grade a child’s rank in class and as a comparison to
peers.

The effectiveness of AoL for grading or ranking hangs on the validity and reliability of activities. Summative
assessments are normally delivered at the end to the learning process in a traditional exam setting. However, they
can be used formatively as an opportunity for upgrading learning. Their effectiveness, though, really depends on
the nature and quality of the feedback. The results should not be used to “name, shame and blame”, but instead
work hand in hand with formative assessment to deliver the correct learning environment for every child.

AoL is used to plan future learning goals and learning pathways for pupils. It provides evidence of achievement to
pupils, teachers and parents as well as the wider community and outside groups and offers a snapshot view of
learning.
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Assessment in support of teaching and learning

Dynamic and high-quality maths must focus on the interaction of assessment with teaching and learning and how
they relate to each other in a constant loop of feedback, support and challenge.

Well-designed assessment can inspire active learning particularly when the assessment delivery is innovative,
varied and engaging. Multiple opportunities for pupils to demonstrate the full range of their learning over a period
of time are therefore essential.

Assessment can be a signi cant determinant of what, when and how pupils learn so getting assessment ‘right’ is
therefore crucial, both for our students and for us.

Wondering how assessment can support your teaching practice? Join us this 23 May for the
MNP Annual Conference. It’s your chance to hear the latest research and assessment methods
from word-renowned educators including Dr Yeap Ban Har and Tim Oates.

Save Your Spot (https://mathsnoproblem.com/en/events/singapore-maths-

leadership-conferencelondon-uk-may-23-2018/)

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John Dabell (https://mathsnoproblem.com/author/john-dabell/) is an Education Consultant and Author who

specialises in primary maths, and a Maths — No Problem! (https://mathsnoproblem.com) blogger on Pedagogy.

Published on May 11, 2018

Tags: Assessment (https://mathsnoproblem.com/tag/assessment/), Formative Assessment

(https://mathsnoproblem.com/tag/formative-assessment/), Maths Mastery
(https://mathsnoproblem.com/tag/maths-mastery/), Summative Assessment
(https://mathsnoproblem.com/tag/summative-assessment/), Teaching Primary Mathematics
(https://mathsnoproblem.com/tag/teaching-primary-mathematics/)

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