Changes to teacher assessment in mathematics at Key Stage 2: Examining the practice in a junior school

Abstract

This work describes a piece of action research undertaken in a junior school in a market town in Lancashire. The research was conducted over a two year period from 1993-95 and examines the need for change in teacher assessment in
relation to the mathematics National Curriculum. The study was undertaken as a response to the Dearing Committee review of the National Curriculum and its assessment and was completed as the recommendations of this body were due
to be implemented in all schools.
This report examines teacher attitudes to assessment and current methods of assessment for mathematics in the light of both the statutory requirements and the school's own response to the needs of their pupils. The process by which
this was done and the recognition of the need for change are discussed as are the problems encountered in impementating the findings.
The task has not been completed, in fact the exercise begun has now reached the stage of practical implementation which has yet to be measured in terms of both effectiveness as an assessment model and suitability for the needs of staff
and pupils.