Diagnostic snapshot

One of the first activities I did with a maths group on my practicum was a diagnostic snapshot to check students' strategies for adding in parts.  I used these tens frames to see how the children added beyond ten and noticed that many were counting on their fingers, as my AT had predicted they would.  This informal assessment was valuable for checking where this group were at, and gaps in their knowledge, so we were able to practise with the tens frames for several days afterwards.  A strategy for tracking the effectiveness I picked up on my practicum was to make a table with the learning intentions for the unit on one side and the students' names on the other, and note who had 'got' the concept that related to a particular learning intention in a workshop and who needed further practice.  This is something I would like to implement in my own classroom, to make sure I keep track of learners who might need more practice in a particular area.

GTS 5 Graduating Teachers use evidence to promote learning
5b. Graduating teachers gather, analyse and use assessment information to improve learning and inform planning.