Mathematics At Cawthorne
At Cawthorne we use a variety of assessments that allow a flexibly in order to facilitate meaningful data analysis:
1. SELF ASSESSMENT (Daily)
By engaging in self-assessment, children learn to make sense of maths and use it as a stepping stone for new learning. This also involves guiding children in setting their own targets and goals and helping them monitor their progress toward them.
QUESTION STEMS SENTENCE STARTERS.pdf
DAILY STARTER/REVIEW QUESTIONS
Use Flashback 4 to review previous learning.
2. END OF BLOCK ASSESSMENTS (as each block is completed)
Distinct content areas are evaluated after completion of each block. These can be used as summative snap-shots, they are effective for formative purposes, and also as teaching tools rather than just assessment checks. These tests are used in a climate of learning which soon reveal what children’s strengths are and what areas they need to improve.
3. ARITHMETIC ASSESSMENTS (6 tests each term)
Mental arithmetic is an important life skill and regular practice is critical. Without fuency in mental maths to underpin their work in number, children will struggle with many other areas of mathematics. Children who are fuent with number will be able to use their mental arithmetic skills to fnd efcient strategies for completing calculations, recalling and applying number knowledge rapidly and accurately.
4. TIMES TABLE CHALLENGE (Weekly)
Key Stage Two children
5. REASONING ASSESSMENTS (Termly)
We use termly assessments to track progress over the year as well as year on year. This allows us to check content coverage enabling very effective analysis of strengths and weaknesses. Each assessment has a scaled score with questions covering the whole curriculum.