What are broad features of assessment in mathematics?

(This section should be read alongside the advice for numeracy.)

Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions.

From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems.

Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example:

• Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking?
• Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously?
• As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions?
• Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects?
• Can they evaluate data to make informed decisions?
• Are they developing the capacity to engage with and complete tasks and assignments?

Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities.