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Using Teacher Assessment to track pupil progress level 3 to 4 These materials have been developed to help teachers track the progress of Year 7 pupils who achieved level 3 in mathematics at the end of Key Stage 2. They should be used alongside the sample medium-term plan: Year 7 intervention which is part of Targeting level 4 in Year 7: mathematics (DfES 0085-2003). The process of tracking progress • Teachers do not need to assess every objective that is taught. Some objectives are more important than others in tracking pupils’ progress towards level 4. These objectives form the key indicators and are listed on page 4. • Many of these objectives are taught across several units during Year 7 so teachers need to identify appropriate times to assess pupils’ understanding. Some suggestions are given in the grid on pages 5–11. All these objectives are best assessed through observation and discussion in normal lessons. • A set of probing questions has been produced for each of the key indicators. These questions are intended to help teachers assess pupils’ understanding and identify any common misconceptions. The questions are best used when pupils are engaged in activities based on the objective(s). They have been written so they can be used alongside any chosen activity, although they work best with open-ended or problem solving activities. The probing questions are also a good resource when planning plenaries. • Examples of what pupils should know and be able to do are provided for most of the key indicators. The only exceptions are where the scope of the indicator is obvious. The examples are mainly from the Framework supplement of examples. • A suggested checklist for recording the progress of individual pupils is provided on pages 12 and 13. Teachers need to judge whether pupils have a secure understanding, a developing understanding or are insecure with the objective.
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