Summary of alternative forms of Assessment within Mathematics
Traditionally, assessment has been derived from the curriculum; however, assessment has not been part of a feedback loop linked to instruction. It is now widely believed that assessment must be an integral part of teaching, so that it is used as a tool not merely to collect data, but also to influence instruction.
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Assessment for Learning (AfL)

·         is embedded in a view of teaching and learning of which it is an essential part
·         involves sharing learning goals with pupils
·         aims to help pupils to know and recognise the standards they are aiming for
Click here to download a selected part of the recent DfES Powerpoint presentation which clearly explains the rationale that should underpin any form of assessment

AfL Top Ten Tips - Click here

Click here to visit the DfES website for the AfL units.  These are generic and are designed to support whole-school training and lead to more subject-focused development work in individual departments. The units are to be used selectively according to a school's context and need.

Kangaroo Maths has a wide range of assessment materials including topic tests, progression ladders and self assessment material - brilliant
Pupil Self Assessment Checklists Levels 3 to 8 from Bristol CYP
Key objectives for self assessment Levels 3 - 8
Key Objectives Colourful Poster useful for Self Assessment
Pupil Self Assessment following a test 1
Pupil Self Assessment following a test 2
Pupil Self Tracking performance document
Self Assessment - Equations Exemplar

This is a good website for assessment for learning, not maths specific but some good generic ideas and a good site with summary of all black box research etc.
www.aaia.org.uk/assessment.htm

AfL Policy - Sir John Leaman

Good Assessment practice in Mathematics (OFSTED)
Effective assessment practice in mathematics is associated with systematic arrangements for actively promoting, monitoring and recording pupils’ progress. In such circumstances, assessment is used as a teaching tool as well as a means of judging attainment. At best teachers review pupils’ progress closely as part of daily classroom practice, involving pupils in the assessment of their strengths and weaknesses and provide feedback on how to improve. 
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Using Assessment to raise achievement in Mathematics at KS1-3 (OFSTED)
Evidence suggests that using good strategies for formative assessment could lead to significant improvements in the performance of pupils. This guidance aims to provide information about using the following techniques: a)  involving pupils in assessing their own performance
b) setting learning goals for pupils and sharing these with them
c) using effective questioning techniques to assess and further pupils’ learning
d) using marking and feedback strategies to inform pupils about their progress

This guidance considers each of these aspects and illustrates how some schools have used them.
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Assessment and Target Setting
Assessment, recording and reporting are important elements of teaching but they have to be manageable if the information they yield is to be useful. The best assessment has an immediate impact on teaching, because it alerts you to the needs of pupils who are either out of step or exceeding expectations.
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Assessing though Posters
Preparing a poster and presenting and defending it at a poster session encourages a pupil to speak, write and visualise mathematics. We are suggesting that poster creation is a good, alternative, way of encouraging mathematical learning.
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Journals
The purpose of a Maths Journal is for the pupil to keep a record of the things they have learnt in Maths lessons over a set period of time.  This can be ...
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