Proposal for Assessment and Feedback

Alex CameronHolloway School

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A proposal for assessment and feedback.

Why?• Move the marking policy away from a high teacher input to high pupil input• Move towards more shared formative feedback and tasks• Raise profile of Mathematical AO2 (reasoning) and AO3 (problem solving)

objectives• with pupils• with staff

• More high-quality, low-stakes assessment


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What?• A diagnostic• Six questions two AO1 (fluency), two AO2 (reasoning) and two AO3 (problem

solving)• Formative task• Supported by explanation, scaffold task, examples, fill in gaps

• ‘www’ and ‘ebi’ statements that the students scribe (not the teacher)

This is nice, but takes time to do for all pupils.High teacher input can discourage teachers from doing it frequently.Student input is much lower than the teacher input.

This is nice, but takes time to do for all pupils.High teacher input can discourage teachers from doing it frequently.Student input is much lower than the teacher input.

Question set 1 – full sizeAO1 a - FluencyWork out:

AO2 a - ReasoningExplain which is the odd one out.

AO3 a – Problem SolvingWrite down 12 numbers so that two thirds of the list are even numbers.

AO1 b - FluencyWork out:

AO2 b - ReasoningShow why two thirds and six ninths are equivalent fractions.(Communicate using diagrams and words.)

AO3 b – Problem SolvingChocolate needs to be shared equally.Group 1 has one bar of chocolate and there are already 3 people in the group.Group 2 has two bars of chocolate and there are already 5 people in the group.Which group should you join so that every person in all groups gets the same share of chocolate.Make sure you fully explain your answer.

WWW and EBI StatementsAO1 a - Fluency

I can add fractions that have the same denominator

AO2 a - Reasoning

I can draw conclusions from mathematical information(by explaining which is the odd one out for a set of fractions).

AO3 a – Problem Solving

I can use connections between different parts of mathematics(by using properties of numbers in a fraction problem).

AO1 b - Fluency

I can subtract fractions that have the same denominator including mixed numbers.

AO2 b - Reasoning

I can communicate information accurately (by showing equivalent fractions).

AO3 b – Problem Solving

I can translate a problem in a non-mathematical context into a process(by using fractions in a problem about sharing chocolate).

Pupil Formative Task AO1 b - FluencyModel Example

It would help to draw a picture.

This is two whole ones and a quarter. We now shade in over the top of the diagram but leave three quarters.

Now we just have to say what there is.

___ whole ones & ___ quarters.(Write it using fraction notation and simplify)

Scaffold Example

This is ______ whole ones

and ______ ______ .

We shade in over the top of the diagram but leave five thirds.

Now there is:

Further Questions

Pupil Formative Task AO2 a - ReasoningScaffold Explanation

You need to write a fraction for each diagram and simplify it if you can.

Further QuestionWhich are the odd ones out for these? Try to explain why.


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Education

Proposal for Assessment and Feedback