: More Than a Score: Rethinking Assessment to Transform Primary Maths Teaching How observation and listening are shaping what we notice, what we value, and how we teach
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More Than a Score: Rethinking Assessment to Transform Primary Maths Teaching
How observation and listening are shaping what we notice, what we value, and how we teach
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by Essex Research School
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Elizabeth Millane
Research Advocate, NCETM Primary Mastery Specialist and Accredited PD Lead
When we first shared our Clips from the Classroom resource: Beyond Right and Wrong, we were trying to unpick a simple idea. Assessment should tell us more than whether an answer is correct.
When we originally started unpicking this, it was to focus our assessments on the most important maths concepts, using the Ready-to Progress Criteria, using a ‘noticing’ approach rather than a test, in order to identify gaps in understanding and address these sooner than the end of Key stage 1 SATs would have previously Since then, that idea has stayed with us. It has come up in staff discussions, in planning meetings, and in classrooms. Over time, it has started to shift what we pay attention to. We are looking less at whether pupils get something right on paper and more at how they are thinking, what they are noticing, and where they are getting stuck.
This has not been a quick change. It has taken time to build, but it is beginning to shape how we teach maths across KS1 and KS2. It also fits closely with the EEF Improving Mathematics in the Early Years and Key Stage 1 guidance, particularly the focus on understanding how children learn, building on what they already know and using talk to develop understanding.
Using what we notice to shape teaching/how has it changed for teachers Noticing more has only been useful because it has led to change. We have continued to use these assessments at key points across the year, but we use them differently. They are not the final judgement. They help us step back not just during the assessments but in our day-to-day teaching. They have helped us to look at patterns. Where are pupils secure? Where are we seeing gaps? What might we need to revisit?
This approach has pushed us to think more carefully about the maths we teach. Basing our assessments on the RTP’s as enabled teachers to have a clearer understanding of the small steps within each concept. There is more clarity about what pupils need to know by the end of KS1 and how that builds into KS2. This links directly to EEF guidance around subject and pedagogical knowledge.
From there, teachers have adapted their planning. In many cases, this has meant spending longer on key concepts. In others, it has meant rethinking how something is introduced or modelled. What do they want pupils to notice? What might pupils find difficult? How will they check for understanding during the lesson?
There has also been a shift in how tasks are designed. We are asking whether tasks actually allow pupils to show their understanding, or whether they sometimes get in the way.
This reflects the EEF guidance in Recommendation 4 around giving time for deep learning and making sure teaching builds on what pupils already know.
Once we started to slow down and really listen during lessons, we saw much more: a child who could complete a task accurately but could not explain why; another who hesitated, thought carefully, and then explained their reasoning clearly; a pupil who rarely contributed in whole class discussion but showed strong understanding when working alongside an adult.
These moments gave us a better sense of what pupils actually understood. They also helped us pick up misconceptions earlier, often within the lesson itself. That links closely to EEF guidance around building on prior knowledge and using talk to support learning.
Assessment for learning is now part of the lesson itself. Teachers are constantly checking what pupils are saying and doing, and adjusting their teaching in response.
A moment from the classroom In a recent Year 2 lesson on number, pupils were comparing quantities using tens and ones. One pupil confidently said that 34 was larger than 43 because “4 is bigger than 3”. On paper, this might have gone unnoticed if the answer had not been probed further. Because the teacher paused and asked the pupil to explain, it became clear that the misunderstanding was about place value, not comparison. Another pupil then used base ten resources to show that four tens is greater than three tens. The discussion that followed helped several pupils secure their understanding. Without that moment of listening, the misconception would have remained hidden. Instead, it shaped the teaching there and then.
Responding more quickly One of the biggest changes has been how quickly teachers respond. Before, the End of Key Stage One happened in the summer term, leaving it too late to address any gaps in learning. Now, we act upon each assessment criteria at key points in the year. In lessons, it was easy to miss a misconception until books were marked or a unit had finished. Now, because teachers are listening more closely, they are picking things up straight away. That means they can adapt in the moment or plan to revisit something the next day. This has changed how support is organised.
At a whole class level, teachers are more willing to pause and spend longer on a concept. There is less pressure to move on and more focus on making sure understanding is secure.
For small groups, support is more focused. Teachers are clearer about the specific misconception they are addressing. This is based on what teachers have seen and heard, rather than purely on test outcomes Resources such as the NCETM Exemplification of the Ready to Progress materials have helped with this.
Some pupils need short, regular one to one support. This could be to develop fluency, recall of number facts or to unpick a concept in much more depth. This is where parental engagement can also be beneficial to support practise at home.
Pupils are then reassessed later in the year so we can see whether those gaps have closed.
What has changed for pupils For pupils, the difference is noticeable. There is more talk in lessons. Pupils are expected to explain their thinking, to listen to others, and to reflect on their own understanding and over time, this has helped to build confidence, particularly for those who may not always put their hand up.
It has also challenged some of our assumptions. Some pupils who complete work quickly still need support with deeper understanding. Others, who may not always record as much, can explain their thinking clearly when given the opportunity.
This focus on explanation and reasoning supports the development of mathematical language and metacognition, both highlighted within EEF guidance.
Why this matters The key difference is timing. When teachers can identify and address misconceptions during the lesson or soon after, pupils are less likely to fall behind. Gaps are picked up early and dealt with before they become a bigger issue. This is particularly important for pupils who need more support. Early, targeted input helps them keep up with the rest of the class and build secure foundations for future learning.
Linking back to the guidance What we are seeing in our classrooms reflects the main messages from the EEF Improving Mathematics in the Early Years and Key Stage 1 guidance. • Teachers are developing a stronger understanding of how children learn maths. • More time is being given to important concepts. • Talk and explanation are becoming central to lessons. • Teaching is building more carefully on what pupils already know. • Support is more targeted and based on what pupils actually need.
Where we are now This work has not been about introducing something new for the sake of it. It has been about paying closer attention to what is already happening in our teaching and assessing and using that to make better decisions.
Looking back at Beyond Right and Wrong, the key message still stands. Assessment should help us understand pupils’ thinking.
We are now seeing what happens when that idea is put into practice consistently. Teachers are noticing more, acting more quickly, and shaping their teaching around what pupils actually understand.
