As part of my second year mathematics module, I analysed a piece of writing assessment. In order to do this, it was crucial that I had relevant subject knowledge of age-related expectations and of the National Curriculum. As a class teacher you will be required to carry out a considerable amount of data analysis. This will take on a variety of forms and will be used to inform short, medium and long-term planning according to the format it takes. This Directed Task enabled me to practice gathering, analysing and using summative data in order to inform planning and teaching. At the end of each academic year, most schools carry out some form of standardised testing such as the ‘interim SATs for years 3, 4 & 5. The data is put onto a grid to show which Qs each child got correct or wrong. The class teacher will then analyse this data to identify what the children can do well and which aspects of mathematics need to be addressed by the next class teacher. (N.B. this type of data analysis can also have implications for the CPD of the class teacher. If the majority of children have clearly struggled with say, solving missing number problems, this may be an indication that the teacher finds it difficult to teach the concept of using inverse operations…). This task proved beneficial as I now feel much more confident when assessing writing. I have left that analysing is key in order to inform the next steps to learning. Additionally, I think that it is important to work with other staff when accessing writing to ensure that your mark is justified and correct. However, it is important to note that summative assessment is not the only kind, and as a teacher, you will need to implement a wide range of assessment types.
Teachers’ Standards –
TS2 – Be accountable for pupils’ attainment, progress and outcomes
TS3 – Have a secure knowledge of the relevant subjects….