How is Maths Assessed

How is Maths Assessed in Primary Schools?

Maths assessment in primary schools

Assessment plays a vital role in teaching and learning. In schools, pupils are regularly assessed by teachers by informal day-to-day observations, discussions and marking of books, to more formal style tests and tasks at the end of a topic, term or year.

The purpose of assessment is to find out what pupils are able to do independently and,

perhaps more importantly, identify gaps in children's knowledge and understanding. Teachers should use the results from assessments to inform their future planning.

In order to master the maths curriculum, pupils need a secure understanding of concepts. Rather than rushing on to the next topic, children should broaden and deepen their understanding. Find out more about maths mastery.

Children who have not made the required attainment, will need to be provided with more opportunities to revisit topics and consolidate their understanding. Teachers and schools should allocate the time and provide adult support, if required, to achieve this.

Meanwhile, other children who have already mastered a concept should be given opportunities to explore areas in greater depth by being given more complex reasoning and problem solving questions.

Below are further explanations of some key terms used and questions commonly asked about assessment in schools. Please use the links to go to specific sections, or continue reading.

What is the difference between progress and attainment?

What is ATTAINMENT?:

Attainment is the academic standard that pupils reach at the end of each lesson, topic, term or academic year. This can obtained through discussions with the pupils, looking at children's written work or more formal tasks or tests. Attainment is a child's results from a specific point in time for example the score/level a child gets for a test.

Currently, most primary schools in the UK use the following 'grading system' which replaces the old levelling system that was used before the 2014 National Curriculum was introduced. It is based on Age Related Expectations (ARE) to compare children's attainment their peers. For more information about the grading system used in primary schools, please see the section 'How are children assessed in maths in years 1-6?'.

What is PROGRESS?:

Progress which is how quickly and effectively children grasp concepts and move through each learning objective target for a subject rapidly. However they must be secure in their understanding and be able to recall it, not just rush on to the next topic.

Schools may use terminology such as: satisfactory, good, expected, excellent when reporting to parents/carers about a pupil's progress.

Children may make excellent 'progress' in an academic year as their attainment may have started at a relatively low point at the beginning of the year and done well and rapidly moved on to the next steps in their learning to catch up with their peers. For example in a test at the beginning of the year they may score 5/20 but later on achieve 15/20.

In contrast, children who started with high attainment and keep this up, may not make as much progress as they are staying consistent. For example they may score 18/20 at the beginning of the year but 19/20 later on. Still great scores, but not making much progress.

It is common for children to progress at different rates in different subjects and year groups depending on their level of ability, interest and skill in the subject. Other issues such as behaviour and mental well-being may also impact a child's progress and attainment.

In simple terms:

Attainment is a grade or level stating whether a child is working at the expected standard for their age or not

Progress is how quickly they are grasping essential skills and knowledge

PLEASE CLICK HERE TO FIND OUT MORE ABOUT WHAT MATHS YOUR CHILD LEARNS IN EACH YEAR GROUP AND THE RESOURCES WE OFFER THAT CAN BE USED TO HELP THEM TO MASTER MATHS.

What is Formative and Summative Teacher Assessment?

There are two main types of assessments: 'Formative' and 'Summative'. Both are used by teachers to regularly monitor children's progress and attainment.

What is SUMMATIVE ASSESSMENT? - Assessment OF Learning

This provides a summary at the end of what a pupil has learnt and achieved of a period of time (either at the the end of a topic, term, year or end of Key Stage SATs tests). This simply sums up how well a child has performed in a specific area relative to the learning objectives or expected standards.

Summative assessments do not always need to be done through tests, they can be gleaned from discussions or observations which can be recorded as scored numbers, but also photographic/written/recorded evidence of a child's work to show what they have achieved. This information can then be given to parents and carers, Head teachers and Governors, Local Authorities etc to track progress and attainment within and between schools enabling schools to consider ways to raise standards in teaching and learning.

What is FORMATIVE ASSESSMENT? - Assessment FOR Learning

This happens during teaching and learning on a more day-to-day basis. By monitoring pupils more frequently, for example during and at the end of lessons, teachers can identify children who may be struggling with a concept and intervene quickly, often working with the child in that lesson or perhaps plan the next lesson to incorporate more support or resources to help plug the gaps or clarify misconceptions.

OUR PLAVALMAT® PLACE VALUE RESOURCES HAVE BEEN DESIGNED TO BE USED IN CONJUNCTION WITH WHITE ROSE MATHS AND POWER MATHS SCHEMES TO SUPPORT THE TEACHING AND LEARNING OF THE MATHS MASTERY CURRICULUM.

Formative assessment is constant and ongoing and is an instinctive part of the teaching and learning process. They can be done through questioning during lessons, marking children's work or perhaps more formal assessments such as tests.

In basic terms:

Formative assessment informs next steps of teaching and learning.

Summative assessment sums up current knowledge and understanding.

How are children assessed in maths in EYFS?

MATHS ASSESSMENT IN EYFS:

Since September 2021, children in state-funded infant and primary schools undertake a statutory, standardised baseline assessment of each pupil within the first six weeks of them starting reception class.

Due to the disruption caused by Covid-19, this was delayed from the initial plans to introduce this in the Autumn of 2020.

The baseline assessments are carried out in order for schools to find out what a child's current knowledge and understanding is of key areas as they enter primary school: maths, language, communication and literacy (it does not assess all areas of learning in EYFS).

Educational professionals ask pupils to undertake simple tasks or make observations whilst children are doing activities and using resources. In maths these tasks involve early number, early calculation (involving early addition and subtraction), mathematical language and early understanding of shape.

This collected information can then help schools to:

understand the needs of pupils and identify children who may benefit from additional support or those who show a greater ability or talent - this can inform teachers' planning
discover each child's aptitude for learning and their potential
have a 'snapshot' or starting point in which to measure the impact schools are making with their pupils and how well they are progress year on year

Children cannot 'pass' or 'fail' these assessments. Results of these baseline assessments are not published.

HOW ARE CHILDREN ASSESSED AT THE END OF EYFS?

In the last term of Reception class, schools will report pupils' development and achievement in seven specific areas of learning which are taken from the Department for Education's EYFS profile (recently updated in 2021).

Children are assessed on 17 Early Learning Goals (ELGs) that cover all 7 areas of learning:

1. Communication and Language:

ELG: Listening, Attention and Understanding

ELG: Speaking

2. Physical Development:

ELG: Gross Motor Skills

ELG: Fine Motor Skills

3. Personal, Social and Emotional Development:

ELG: Self Regulation

ELG: Managing Self

ELG: Building Relationships

4. Literacy:

ELG: Comprehension

ELG: Word Reading

ELG: Writing

5. Mathematics:

ELG: Numbers

ELG: Numerical Patterns

6. Understanding the World:

ELG: Past and Present

ELG: People, Culture and Communities

ELG: The Natural World

7. Expressive Arts and Design:

ELG: Creating with Materials

ELG: Being Imaginative and Expressive

For more information about these, please click on the following links or see our Maths in EYFS section.

Click here to view the EYFS Statutory Framework for schools and child care providers

Click here to view the DfE guidance document for schools and teachers regarding changes to the EYFS framework in September 2021.

The EYFS profile summarises the attainment of each child at the end of Reception class. A child cannot 'pass' or 'fail', it simply informs parents/carers and teachers for each ELG if a child is either:

EMERGING (EYFS GRADING 1)A child is not working at the level expected for their age
EXPECTED (EYFS GRADING 2): A child is working at a level expected for their age
EXCEEDING (EYFS GRADING 3): A child is working beyond the level expected for their age

If a child is still 'emerging' at the end of EYFS, more support will be given to this child in Year 1 to help them to catch up to the expected standard. This may involve 1:1 support or group intervention programmes.

A child who is 'exceeding' at the end of EYFS, should be provided with opportunities to be challenged and study areas of learning in a greater depth in Year 1.

As each child is different, it is possible for pupils to achieve a higher or lower standard in different areas depending on their talents, needs and ability.

How are children assessed in maths in Years 1-6

Assessment plays a vital role in schools to improving standards in both teaching and learning.

In each academic year, children are regularly assessed by their teachers to monitor progress and attainment. There is a variety of ways teachers can gather this information: informal observations, discussions, questioning, listening, reviewing work/marking books and more formal testing at end of a topic, term or year. For more information, please see 'What is Formative and Summative Teacher Assessment?'

When the 2014 curriculum came in, the old 'levels' were removed and replaced by a new grading system with performance descriptors to assess whether children have acquired the 'expected' knowledge and understanding for their age (more formally known as Age-Related-Expectations or ARE). These are shared with parents/carers in Parent's Evenings and in end of year reports:

WORKING BELOW THE EXPECTED STANDARD

These children are identifies as significantly struggling in an area of learning and will require more support in this subject from intervention programmes or 1:1 support for example with teachers or learning support assistants. They may have be identified as having Special Educational Needs and as a result would be supported by the school's Special Educational Needs and Disabilities Co-ordinator (SENDCo).

WORKING TOWARDS THE EXPECTED STANDARD

A child working at this level is showing some understanding of a topic, but is not quite making expected progress. With additional support, children often catch up quickly with their peers.

WORKING AT THE EXPECTED STANDARD

Children are working at a level which is 'average' or expected for children of their age. This demonstrates that they have a secure understanding of concepts they have learnt.

WORKING ABOVE THE EXPECTED STANDARD (also known as Working at Greater Depth)

This would be used for a child who shows that they have skills and knowledge that is higher than would be expected for their age. This means that a child can learn at a greater depth and should continue to be challenged.

In Year 4 during the summer term, children are now required to do a Multiplication Tables Check to ensure that pupils are meeting the expected standard of knowing all their multiplication facts up to the 12 x table before the end of primary school. For more information, please see the section below 'What is the multiplication tables check in Year 4?'.

In Years 2 and 6, in addition to teacher assessments, they also are required to sit more formal end of Key Stage SATs tests. Please see the 'What are SATs?' section below for more information.

Please click here to find out more about what each primary age learns in maths.

What is the multiplication tables check in Year 4?

WHAT IS THE MULTIPLICATION TABLES CHECK (MTC)?

In each academic year, all state-funded maintained schools, special schools and academies, including free schools in England, will administer a statutory multiplication tables check in the summer term (usually in June) for primary children aged 8-9 in Key Stage 2 Year 4.

This was introduced by the DfE in 2017 to determine whether pupils can fluently recall their multiplication tables.

WHAT IS THE MTC LIKE?

The check will be in the form of an online test on an electronic device, such as a tablet or computer, of 25 randomly generated questions on times tables from the 2 - 12 x tables - with a greater emphasis on questions on the 6, 7, 8, 9 and 12 times tables, as this are considered more challenging for children to learn.

DO ALL CHILDREN HAVE TO DO THE MULTIPLICATION TABLES CHECK?

Yes. According to the MTC administration guidance ALL pupils in year 4 should be registered for the check, including children who do not participate.

It is the headteacher's decision whether a pupil participates in the Multiplication Tables Check.

Here are the reasons why a child should not take the check:

The pupil:

will still be unable to participate even with access arrangements in place (see below)
is working below the national curriculum expectation for year 2 in multiplication tables (2, 5 and 10 times tables)
has only just arrived in the school and there has not been enough time to establish the child's abilities
is absent during the 3 week MTC period
has left the school
is on the MTC register in error

WHAT ARE THE ACCESS ARRANGEMENTS FOR THE MULTIPLICATION TABLES CHECK?

Children who have the following specific needs may require additional arrangements so they can access the MTC:

Pupils with an education, health and care plan (EHC)
Children with special educational needs and disabilities who have provisions in school using the SEND support system
Pupils who have a learning difficulty or disability that significantly affects their ability to access the multiplication tables check
Children who have behavioural, emotional or socials difficulties
Pupils who have English as an Additional Language (EAL) or have limited fluency in English

It is possible for a pupil to have more than one of the following access arrangements during the MTC:

Colour Contrast - the pupil can choose between the following text and background colours: yellow on black, black on blue, black on peach, blue on cream
Font Size - the pupil can either increase or decrease the size of the text and number pad on the screen from very small to largest
Pause/Next button between questions - the standard check has a 3 second pause but with this access arrangement enabled, the pupil can select a 'next' button when they are ready to move on. As the MTC has a maximum time of 30 minutes, after 6 seconds it will automatically move on to the next question
Remove the on-screen number pad - some pupils may find this feature distracting or do not need to use it therefore the number pad can be removed leaving only the question and answer box on screen
Input assistance - some children may need to dictate their answer to an adult who will then assist in entering the exact answer given by the children in to the MTC answer box
Audio Version - all the text that is displayed on the screen will be read out to the pupil
Audible time alert - As standard there is an on screen timer however if this access arrangement is enabled, a short beep will sound 2 seconds before the end of the question, followed by a longer beep when the question has ended

We recommend that you watch this YouTube video by the DfE to learn more about the access arrangements for the multiplication tables check

CAN PUPILS HAVE ADDITIONAL TIME FOR THE MULTIPLICATION TABLES CHECK?

No. Pupils are not allowed to have additional time as the purpose of the test is to check they are able to recall times tables facts fluently.

HOW LONG DOES THE TEST LAST?

For each question, pupils will have a maximum of 6 seconds to answer, with a three second rest between each one.

WHAT HAPPENS WITH THE RESULTS?

Each child's result will be sent to their schools and this will be shared with parents or carers. The Department for Education (DfE) will gather data from all schools and product a report about national standards in times tables and monitor improvements over coming years. Individual schools' results will not be published and will not be part of any performance or league tables but they will be able to compare how well their school has done in relation to schools nationally so they can implement any necessary improvements to raise standards.

WHY DO CHILDREN NEED TO DO THE MULTIPLICATION TABLES CHECK?

In recent years, there has been no formal way to check whether children know their times tables up to the 12 x table and can recall them fluently. Children have always been taught times tables at school, however the 2014 National Curriculum now states these need to be memorised by the end of year 4 so children have the required knowledge and skills needed to master the maths primary curriculum so they are ready to progress to secondary school.

CAN CHILDREN 'FAIL' THE TEST?

There is no 'pass' mark. If a child does not perform well in the test, schools should provide them with more support in Years 5 and 6 to ensure that all children know their times tables by the end of primary school.

ONLINE RESOURCES TO HELP YOUR CHILD TO PRACTISE TIMES TABLES

What are SATs?

Statutory Assessment TESTS (SATs) Explained

SATs are assessments of primary pupils' progress and attainment. which happen at the end of each key stage: KS1/Year 2 and KS2/Year 6.

It is important to note that children's teacher assessments may differ to their SATs results. Some children perform better, others worse, under test conditions.

SATs results provide a snapshot of how a child has performed on one particular day under test conditions, whereas teacher assessment perhaps may give a more broad overview of a child's ability under 'normal' day-to-day situations.

END OF KS1 SATs

From 2024 the KS1 SATs are now optional. Schools will continue to report teacher assessment levels which can be informed by the school's own assessements, the optional KS1 SATs tests or a combination of both.

In the summer term of Year 2, children may sit five tests.

2 x English Reading Papers (which are designed to assess pupils comprehension skills and vocabulary)

1 x English Grammar, Punctuation and Spelling Paper (which is designed to assess if children understand the basic building blocks of standard English language and how to use punctuation and spelling rules correctly)

Plus two Maths papers

The optional KS1 SATs are not strictly timed. Pupils may also be allowed breaks during the tests at the teacher's discretion.

The papers are marked by their class teacher using mark schemes and exemplification provided by the Standards and Testing Agency (STA).

There is no formal test for Science or English writing. Instead, over the duration of the year, it is then the up to the judgement of their class teacher to come to a decision of how each child is performing in relation to the national standards. Please refer to the section above 'How are children assessed in Years 1-6' for more information on Teacher Assessment.

To ensure these judgements are consistent between schools, training is provided. In addition, each year a selection of schools from each Local Authority are selected to take part in a moderation process where a variety of evidence will needed to be given to a moderator to 'prove' why the teacher has awarded each 'grade'.

The results of the SATs will be sent to the Local Authority so overall standards can be monitored by the Department for Education. The class teacher may share these with parents or use them to inform their teacher assessment to provide an overall view for the child's attainment for the year, rather than just the scores they obtained in a test. This information can be useful for schools to plan interventions in Year 3 to further support children who are not meeting the expected standard to catch up or to provide opportunities to challenge more able pupils to learn concepts in greater depth.

This video from the Department for Education provides parents/carers of children in Year 2 more information regarding the Statutory Assessment Tests also known as SATs

END OF KS2 SATs

In Year 6, children sit two SATs papers in English: Reading and English Grammar, Punctuation and Spelling; and three SATs for maths: One arithmetic paper and two Reasoning and problem solving papers. Due to the impact of the Covid-19 pandemic, the KS2 SATs have not taken place since May 2019.

See the guidance information below below for more information and when this year's SATs will take place.

The remaining subjects are teacher assessed based on formative and summative assessments of children over the year. There is a small proportion of schools who may be randomly selected to sit a science SAT paper but if a school has not been chosen, teacher assessments will be used. Please refer to the section above 'How are children assessed in Years 1-6' for more information on Teacher Assessment.

Unlike the end of KS1 SATS, the Year 6 test papers are sent away to be externally marked. Test scores and standardised scores electronically sent to each school who then share these with parents/carers in their child's end of year report. The original test papers are not returned to schools however electronic copies are made available. These may be useful if schools wish to appeal any results.

Back in 2016, the government set a target of 85% of pupils should reach a good/expected level of of attainment in KS2 SATs. However, using the most recent results from 2019, 65% of pupils reached the expected standard, and 11% reached the higher standard so there is still improvements to be made.

The Government announced in January 2022 in its White Paper 'Levelling Up the United Kingdom, an ambition for 90% of children at the end of KS2 to reach the expected standard in reading, writing and maths by 2030, and the 'worst performing areas' standards to increase by one third.

OUR PLAVALMAT® PLACE VALUE RESOURCES HAVE BEEN DESIGNED TO BE USED IN CONJUNCTION WITH WHITE ROSE MATHS AND POWER MATHS SCHEMES TO SUPPORT THE TEACHING AND LEARNING AND IMPROVE STANDARDS IN THE MATHS MASTERY CURRICULUM. THE YEAR 5/6 RESOURCES CAN STILL BE USED TO SUPPORT CHILDREN IN YEAR 7 WHO DID NOT MEET THE REQUIRED STANDARD IN KS2 SATS.

This video from the Department for Education provides more information for parents/carers of children in Year 6 about the Statutory Assessment Tests also known as SATs

STANDARDISED / SCALED SCORE OF 100

In both KS1 and KS2 SATs, children are given a raw score and then this is generated in to a scaled score instead of a level.

A scaled score of 100 or more means that a child is working at the expected standard.

A scaled score of less than 100 means that a child is working below the expected standard. If the score is in the late 90s, then they were only working just below the standard of the test. However if their scaled score was in the 80 or low to mid 90s, it means that the child is well below the expected standard for their age.

In KS1 the maximum scaled score is 115 and the minimum is 85.

In KS2 the maximum scaled score is 120 and the minimum is 120.

Children who score higher than 110, are generally considered by teachers in schools to be working at a greater depth and are exceeding the expected standard for their age.