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Research School Network: Assess for success How can we use assessment effectively to adapt teaching to meet the needs of all learners in maths?
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Assess for success
How can we use assessment effectively to adapt teaching to meet the needs of all learners in maths?
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by Research Schools Network
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Laura Elliott, a Year 6 teacher at Tyneview Primary School in Newcastle, reflects on how she is using assessment effectively to adapt her teaching to meet the needs of all learners in maths.
In recommendation 1 of the EEF’s Improving Mathematics in Key Stage 2 and 3 Guidance Report the evidence base highlights how we should be using assessment to build upon pupils’ existing knowledge and understanding.
Mathematical knowledge and understanding can be thought of as consisting of several components and it is quite possible for pupils to have strengths in one component and weaknesses in another. It is therefore important that assessment is not just used to track pupils’ learning but also provides teachers with up-to date and accurate information about the specifics of what pupils do and do not know. This information allows teachers to adapt their teaching so it builds on pupils’ existing knowledge, addresses their weaknesses, and focuses on the next steps that they need in order to make progress.
As a teacher, I have a wealth of data at my fingertips but a real challenge is how to use the data effectively to ensure that it supports my teaching leading to pupils’ success. I recognise how important it is to know my pupils, know the curriculum and know what has been taught in previous years. We have systems and structures in place at school to support pupils’ transition from one year group to the next, and so I am aware of the areas of maths my pupils are more and less confident with.
Approaching any lesson, I try to think explicitly around adaptations that can be made before, during and after the lesson to support meeting the needs of all of my pupils.
Before teaching
Reflecting on Recommendation 1‘Assessment should be used not only to track pupils’ learning but also to provide teachers with information about what pupils do and do not know.’
When planning to teach a Year 6 fraction unit I knew from the summer transition meetings that this was an area children felt less confident.
To support the planning of the unit, a low stakes quiz was designed, to identify any specific misconceptions.
When attempting this question many pupils multiplied both the numerator and denominator by the integer 2.
The low stakes quiz showed that pupils had a lack of conceptual understanding around multiplying a fraction by an integer. Listening to the children’s discussions after the task, showed me they were trying to remember a procedure or a ‘quick trick’ rather than having clear mathematical understanding.
It also highlighted that key mathematical vocabulary was not well understood and instead more informal language was being used e.g. ‘top number’ and ‘bottom number’ rather than numerator and denominator.
The information gained from the low stakes quiz enabled me to adapt the sequence of learning I was planning, considering the children’s starting points.
During teaching
To scaffold the pupils’ learning, I created a knowledge organiser which had worked examples of how to multiply fractions by an integer, as well as showing clear mathematical representations. The examples within the knowledge organiser had been modelled during whole class teaching. Key mathematical vocabulary was also included. The knowledge organiser was developed and linked to the whole sequence of learning within the fraction unit.
During teaching, there were regular opportunities for feedback by asking pupils to talk through the process for multiplying a fraction with an integer. Opportunities to hear pupils’ thought processes, making learning visible, ensured responsive and timely feedback.
After teaching
For each pupil their knowledge organiser is added to their workbook. This then acts as further support for pupils if they need to clarify thinking or revisit key vocabulary or methods later.
To ensure the learning sticks, I plan retrieval tasks to recall this learning.
The evidence highlighted in recommendation 1 has developed my thinking around the use of assessment to support success enabling me to better adapt my teaching to meet the needs of all learners in maths.
Questions to consider
- How can the assessment information you gather be used to inform and adapt your lesson planning?
- How can you ensure you are building upon children’s prior knowledge, as well as addressing any areas of weakness in knowledge or confidence?
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