Assessment for learning: using assessment to raise achievement in mathematics at key stages 1, 2 and 3 (QCA, 2003)

Guidance aimed at providing information about involving pupils in assessing their own performance, setting learning goals for pupils, using effective questioning techniques, and using marking and feedback strategies to inform pupils about their progress.Includes four case studies.
Hard copies are available for £6 from QCA Orderline, PO Box 29, Norwich. NR3 1GN. Tel: 08700 60 60 15. Fax: 08700 60 60 17, email: orderline@qca.org.uk (order ref QCA/03/1070).

Key characteristics of AfL: peer and self-assessment, sharing learning intentions, effective questioning, marking and feedback strategies

Key stages: 1-3

Standards at key stage 1: English and mathematics (QCA, 2003)

The Standards reports provide detailed analysis of pupil performance in the national curriculum assessments. They can be valuable in helping teachers to take forward children’s learning.
Key stage: 1

Standards at key stage 2: English, mathematics and science (QCA, 2003)

The Standards reports provide detailed analysis of pupil performance in the national curriculum assessments. They can be valuable in helping teachers to take forward children’s learning.
Key stage: 2

Standards at key stage 3: mathematics (QCA, 2003)

The Standards reports provide detailed analysis of pupil performance in the national curriculum assessments. They can be valuable in helping teachers to take forward pupils’ learning.
Key stage: 3

National curriculum tests: implications for teaching and learning (QCA, 2002)

The leaflets provide information on the key findings of the Standards reports and give suggestions on further work required to move pupils forward in their learning.
Key stages: 1-3

key stage 1, key stage 2 and key stage 3

Good assessment practice in mathematics (Ofsted, 2003)

An examination of good assessment practice in mathematics, focusing on marking and feedback and the use of assessment to set targets.
Hard copies available from Ofsted Publications Centre, tel: 07002 637 833, fax: 07002 693 274, email: freepublications@ofsted.gov.uk
Key characteristics of AfL: marking and feedback strategies, target setting
Key stages: 1-3

'Mathematics: using classroom assessment to raise standards - key stages 2 and 3'in Ofsted subject reports conference series 2002/03 (Ofsted, 2003)

Report on Ofsted conference on mathematics held in March 2003.Principal speakers were Lynn Churchman (Ofsted), Alice Onion (QCA) and Jo Morley.
Key stages: 2-3

Optional tasks forthose working below the level of the tests (QCA, 2003)

QCA provides tasks for pupils working below the level of the national curriculum tests. Teachers may wish to adapt these to support their AfL practice.
Key stages: 2-3

key stage 2 and key stage 3

This website uses pupils' work to show what the national curriculum in mathematics looks like in practice.
Key stages: 1-3

The national numeracy strategy: framework for teaching mathematics from reception to year 6 (DfES)

The numeracy strategy framework helps teachers raise numeracy standards nationwide by providing them with a set of yearly teaching programmes, key objectives and a planning grid.
Key stages: 1-2

Key stage 3 national strategy: framework for teaching mathematics years 7, 8 and 9 (DfES, 2001)

This framework provides a comprehensive support package that is based on the programmes of study for mathematics.
Key stage: 3