Children and assessment
Children should be comfortable with different assessment methods. They need to understand the need to have the correct equipment, the importance of silence and be taught to develop testtaking skills. These skills include listening, analysis of a problem so they can define what it is they are being asked to do, form-filling techniques and presentation skills. It is important that children view assessment as a positive experience which can help them in future work. They can be encouraged to take an active part in recording their own successes in a personal notebook and to practise self-assessment by discussing their achievements or problems with the teacher.
Teacher observation
The teacher observes that one child may prefer to work quietly in a corner while another may excel in group situations. He/she observes the child who still needs to use fingers for counting, while another may prefer to use a number line. Some children may be poor readers but can perform mental calculations quickly or suggest creative solutions to problems. Such incidental observations give the teacher an overview of the individual's mathematical development and have an important contribution to make to the overall pupil profile. They also provide the teacher with information on the child's attitudes to the subject.It is not possible to document every detail of the child's behaviour or responses, but short comments that are written into a notebook can assist the teacher in planning the next stage of the work. Such information can also be conveyed to parents so that they can help the child with homework.
Teacher-designed tasks and tests
Teachers set tasks for children in every mathematics lesson. They provide workcards and worksheets and set problems for the children to solve. Many of these tasks are in themselves a form of assessment. When a child is asked to measure a table or the cover of a book the response indicates to the teacher whether that child has acquired the concept of length. Tests that focus on a unit of work just completed help the teacher to evaluate what should be done next.
Work samples, portfolios and projects
It is very useful to have a folder in which samples of work are kept. The child can play a part in the selection process by choosing a piece of work of which he/she is proud. Comments can be written on such sheets by the teacher to add to the overview of the child's mathematical development. Completed worksheets and copies can also be added, as they provide a concrete example of the child's work. The manageability of such a folder must be considered, as storage could be a problem. Only some samples of the child's work need be included and results of teacher-made tests, mastery records and curriculum profiles can also be included.
Curriculum profiles and mastery records
Curriculum profiles itemise the development of skills in the child: for example, does he/she choose the correct measuring instrument for a task or can he/she solve two-step problems? Mastery records examine more specific areas of mathematics, for example the addition of two-digit to two-digit numbers.
Diagnostic testing
Diagnostic testing is often done by a remedial teacher. The analysis of work done by the child also has a diagnostic role. If the child is particularly good at problem-solving it could indicate that he/she needs more challenging work. Analysis of the errors a child makes can assist the teacher in planning the next unit of work for that child.
Standardised testing
Norm-referenced and criterion referenced tests are useful in obtaining an overview of the child's mathematical development. They can be given to a whole class and provide accurate information that can be added to the pupil profile. More detailed information on these forms of testing is given on p. 119 of the curriculum.
Pupil profiles
These profiles are a compilation of the results gathered from the administration of different assessment tools. They provide useful information for reporting to parents or other teachers.