As written about here, on Monday 11th January at 8pm there will be a special #mathsjournalclub chat to discuss two articles from the special assessment edition of ATM’s Mathematics Teaching Journal.
Here are a couple of things from each article that I think could make discussion points and may provide a bit of focus as you read the articles.
- “Encouraging students’ formative assessment skills when working with non-routine, unstructured problems: Designed student responses” by Sheila Evans
- Do you use exemplar student responses to develop mathematical thinking in your classes?
- Do you think this would work for your students?
- The responses in this particular example are designed to stimulate particular ways of thinking – do you think this is a good thing? Is it better than sharing actual pupils work?
- “Assessment: Beyond right and wrong” by Matt Lewis
- The authors make the point that levels are only proxies for mathematical competence – could we test in a different way to get more meaningful data.
- Should we do more teacher assessment in later keystones?
- Have you had experience of using a comparative judgement methodology when marking tests?
I really hope you can join us tomorrow – I’m looking forward to a good discussion.