Using Baseline Data to Track Maths Progress

 As part of my student achievement challenge—to raise maths achievement for my Year 7 and 8 learners and ensure they are well-prepared for high school—I have collected a range of data to build a clear profile of where each learner is currently at. This data will serve as baseline evidence to compare against end-of-year achievement and measure the impact of targeted teaching strategies.

1. Formative Assessment Tasks (Term 1 & 2)

In-class activities, such as number knowledge quizzes, problem-solving tasks, and exit tickets from the Maths No Problem programme, have helped me identify gaps in students’ understanding of core number strategies. These formative tools give insight into students’ confidence and fluency in:

• Place value understanding

• Basic facts recall

• Applying the correct operations in multi-step problems

At the end of the year, I will repeat similar formative tasks (modified for progression) to measure growth in confidence, accuracy, and reasoning.

2. Diagnostic Testing and Observations

I used initial PAT Maths data and school-wide numeracy assessments to identify students below, at, and above expected curriculum levels. Combined with observational notes taken during collaborative problem-solving, these data points give a rich picture of both cognitive and affective aspects of learning (e.g. persistence, use of strategies, peer collaboration).

End-of-year diagnostic tools will allow me to directly compare shifts in these achievement levels, and determine whether more students are working confidently at or above curriculum expectations.

3. Student Work Samples

Work samples from maths books and Maths No Problem workbooks have been collected across the term. These samples illustrate:

• How well students unpack and solve word problems

• Their ability to explain their thinking (written and oral)

• Growth in using visual strategies like bar models

These will be compared against samples from Term 4, looking specifically at whether students can independently solve complex problems and show their thinking clearly and accurately.

4. Student Voice and Reflections

Students have completed goal-setting and reflection tasks about their learning in maths. This qualitative data gives insight into their self-perception, confidence, and attitudes toward maths. By gathering similar reflections at the end of the year, I can track whether students feel more capable and prepared for high school maths expectations.