Page 3 - 04MATY4 318 STEwsh DRM_Neat

4
INTRODUCTION
EVALUATING CHILDREN'S WORK
In line with the Non-Statutory Guidance (June 1 qaq, para. 7.7),
the activities in the STEPS Handbooks, Textbooks and Resource
Masters provide both closed and 'open-ended' investigative
tasks. The closed tasks help to ensure systematic coverage of
the programmes of study; the open-ended tasks, in which
different approaches and outcomes are possible, allow children
to find their own level and explore without mathematical
boundaries being imposed. Investigative tasks also offer the best
opportunities for the teacher to assess attainment in relation to
ATl.
Similarly, the overall 'feel' of the activities, open and closed, has
been influenced by the programme of study for AT 1 , level 3 as
recommended in paragraph 4 of the Non-Statutory Guidance
(December 1 qq 1) which states that the SoAs (for AT 1) have ...
been placed at levels where appropriate and challenging tasks
can be set which are based on content defined at similar levels
from the other ATs.
I GUIDANCE ON OPEN-ENDED TASKS WITHIN THE HANDBOOKS I
Where open-ended tasks are suggested in the Activities in Detail
in the Handbooks, and there is no supporting pupil material,
guidance is generally given in the Handbook itself about what is
likely to happen or to be observed.
'MARKING' INVESTIGATIONAL WORK
Evaluating and commenting on investigational work is rather
like commenting on a child's creative writing. It is 'personalised'
work in which you can find out about the child as a creative
mathematician and gain some insight into that child's
understanding of mathematics, i.e. a powerful means of
formative assessment. In investigatory work, not only is the
mathematical content important, but also the process skills
which children draw on to enable them to solve problems, some
of which are included within AT1.
Conventional marking systems, traditionally V or )(, do not apply
to investigational work, nor is it always necessary or, indeed,
sustainable in terms of teacher time and effort to 'mark'
everything written down. Very often you can get a intuitive feel-
an overview - by focusing on parts of a child's recorded work.
Apart from the mathematical content, you may be able to make
some assessment in relation to AT1. This can be translated into a
comment written on the work by you with the date, any SoA
which you consider attained in view of this work, and comments
by the child.
RECORD KEEPING
Whether you use the STEPS record-keeping sheets or your own
school design, you might use a key for examples of closed or
open-ended work selected as evidence of attaining a SoA e.g.
F for storage in a child's folder, W for an entry in a workbook,
o for observed evidence, etc.
Anne Woodman
Series Editor