This case study looks at the next steps for a secondary mathematics team after introducing Assessing Pupils' Progress (APP), including their future plans for structuring the APP process.
There is clearly more to be done on moderating and standardising. The team do feel that their whole approach to teaching, learning and formative assessment is providing a rich source of evidence that will prove invaluable in making confident and secure periodic assessments of pupil progress.
The school has clearly been successful in encouraging pupils to take an active part in the process of their own learning and the team is now keen to build on this by exploring ways to encourage the pupils themselves to keep and contribute to their own assessment records. They feel that there is much to be gained by increasing pupil ownership of the assessment process.
The team is also revisiting the whole process for the lower sets. They feel that there is a need to provide more structure in the learning through the use of scaffolding strategies.
