Goodbye SATs, hello assessment.
Aston Tower, Birmingham, serves the inner city. The year 2 teachers are anxious about how they can accurately build up a picture of children's skills at the end of KS1. They've worked with Maths consultant Val Worcester to design active assessment opportunities. In shape, Melanie works wit...
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| Corporate Author: | |
|---|---|
| Format: | Electronic Video |
| Language: | English |
| Published: |
[England] :
Teachers TV/UK Dept. of Education,
2006.
|
| Series: | Education in video
KS1/2 maths ; 1 KS1/2 maths ; 2 |
| Subjects: | |
| Online Access: |
Full text (Emmanuel users only) |
MARC
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| 245 | 0 | 0 | |a Goodbye SATs, hello assessment. |
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| 490 | 0 | |a Education in video | |
| 490 | 0 | |a KS1/2 maths ; |v 1 | |
| 490 | 0 | |a KS1/2 maths ; |v 2 | |
| 500 | |a Title from resource description page (viewed Mar. 5, 2012). | ||
| 520 | |a Aston Tower, Birmingham, serves the inner city. The year 2 teachers are anxious about how they can accurately build up a picture of children's skills at the end of KS1. They've worked with Maths consultant Val Worcester to design active assessment opportunities. In shape, Melanie works with a whole class. Each has a shape fan so they can make a visual response to the class puppet's (Melanie s) questions. She encourages discussion with a smaller number of focus children. In money, Vanessa works with a small group on an activity inspired by The Great Pet Sale . They use real coins to pay for the pets, adding the coin values together in pairs. In calculation, a group is throwing bean bags at printed numbers. They add the numbers mentally or with the support of resources they must choose for themselves. In capacity, celebrating Eid has presented a challenge. The children use water to find out how much juice they need to fill 30 party cups. We see how teachers assess progress. | ||
| 520 | |a The challenge for teachers with KS1 assessment is to design activities that will yield evidence about each child's abilities. We discuss how activities help and how teachers actively assess. Melanie discusses how she manages a whole class activity, and focuses on particular children. She makes notes after the activity, rather than during. She listens for mathematical language. They talk about the use of the familiar puppet. The story starter for activities is discussed. Real money and a familiar context work well. Vanessa points out that watching them whilst they work reveals more evidence than looking at what they write down. The bean bag game is enjoyable fun for the children, but yields a lot of evidence. Making adaptable games is praised. Not giving the children resources in the first instance promotes higher level mental activity. The real world context for capacity is discussed as is the need to observe and record children's mistakes as well as their successes. | ||
| 546 | |a This edition in English. | ||
| 650 | 0 | |a Mathematics |x Study and teaching |z Great Britain. | |
| 650 | 0 | |a Mathematics |x Study and teaching |x Activity programs. | |
| 650 | 0 | |a Mathematical ability |x Testing. | |
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| 776 | 0 | 8 | |i Print version: |t Goodbye SATs, hello assessment. |d [England] : Teachers TV/UK Dept. of Education, 2006 publisher catalog number |o C/0993/001 |
| 776 | 0 | 8 | |i Print version: |t Goodbye SATs, hello assessment. |d [England] : Teachers TV/UK Dept. of Education, 2006 publisher catalog number |o C/0993/002 |
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