Friday, 15 May 2015
The latest version of the Maths Progress Tracker is ready for schools to use. It includes a numerical value to track progress in each year, making it easy to record individual pupil data and transfer it to your overall school tracking system.
Many Broadbent Maths schools are already using the Progress Tracker that was added to the assessment page of the website before Christmas. After many requests from schools for an ‘average attainment score’ format, I worked with Ben Stephenson, Headteacher at Marton Primary, to find a way forward with this. It wasn’t as easy as we had hoped, but as soon as we focused on an ‘age-related mastery’ tracker rather than making it level-based we had a breakthrough. We think we have come up with a tracker that is simple to use and provides a valuable way for schools to track and record progress.
With the new curriculum and the focus on ‘Mastery’ we moved away from a system that matches tracking to levels. Progress is assessed against the success criteria identified within each unit. The progress of each child is monitored against this criteria to help determine if they have 'mastered' the skill, concept or procedure.
In terms of reporting we use a points system of Started = 1, Developing = 2 and Mastered = 3 for each criteria in a class or year group. This then determines an Average Attainment Score (AAS) for each child and for the class or year group.

The average is shown to two decimal places. 2.53 for example by the end of the year would indicate the pupil is progressing well. They are about midway between Developing and Mastered. A score of 1.24 shows that a child is below age expectation. This kind of information can be compared year on year and help to inform school progress tracking systems. The most important thing, though, is that the tracking against unit criteria helps teachers see the areas of strength or development to focus on.

It can be difficult to determine if a child is still developing or has mastered a skill or concept. Teachers should use formative assessments during the teaching of a unit along with periodic, end of unit or end of half-term summative assessments to make accurate decisions on progress made.

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