Gloucestershire Assessing Pupils' Progress (APP) Secondary Mathematics
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Authors
Wharton, Sandra
Issue Date
2010
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study is to assess pupils' progress in mathematics throughout KS2 and KS3, focus on progression, strengthen approach to AfL, and provide meaningful target setting to improve teaching and learning.
Aims: The main aim of Assessing Pupils' Progress (APP) is to provide diagnostic information to improve teaching and learning, focus on progression, and strengthen approach to AfL.
Methods: The participants in this case study are support staff, head of school improvement, middle leader, national strategies consultant, pupil, senior leadership team, SIP, subject leader, and teacher. Methods used include: observation outcomes, CPD approaches, CPD materials, research, and expertise; external agency support; data comparison of cohorts; qualitative evidence; probing questions; AfL; and strategic planning.
Findings: APP provides diagnostic information to improve teaching and learning, helps focus on progression, strengthens AfL, and provides meaningful target setting. It has improved motivation, engagement, and understanding of levelness, and has been supported by external agencies.
Implications: The findings suggest that APP can help improve teaching and learning, motivate and engage pupils, and provide teachers with more effective ways to close gaps in learning. It also encourages AfL and better use of open questions and probing questions.
Aims: The main aim of Assessing Pupils' Progress (APP) is to provide diagnostic information to improve teaching and learning, focus on progression, and strengthen approach to AfL.
Methods: The participants in this case study are support staff, head of school improvement, middle leader, national strategies consultant, pupil, senior leadership team, SIP, subject leader, and teacher. Methods used include: observation outcomes, CPD approaches, CPD materials, research, and expertise; external agency support; data comparison of cohorts; qualitative evidence; probing questions; AfL; and strategic planning.
Findings: APP provides diagnostic information to improve teaching and learning, helps focus on progression, strengthens AfL, and provides meaningful target setting. It has improved motivation, engagement, and understanding of levelness, and has been supported by external agencies.
Implications: The findings suggest that APP can help improve teaching and learning, motivate and engage pupils, and provide teachers with more effective ways to close gaps in learning. It also encourages AfL and better use of open questions and probing questions.
Description
Keywords (free text)
Gloucestershire education , Assessment and target setting , Mathematics