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First Feedback on MR Tracker CPD November 19, 2007

30 teachers from the Preston Lodge Cluster have had initial CPD in MR Tracker. This is the first time that this training has taken place and the initial feedback has been very positive.

Here are the evaluation comments:

• Next steps for teaching are much clearer
• The assessment resulted in the teacher knowing each individual child’s strengths and weaknesses much better
• The assessment gave us a better understanding of the strategies being used by the children
• Created a greater awareness of the concepts of before and after
• The knowledge gained from an assessment should prevent any child being moved on to more complex processes when the evidence suggests that they haven’t mastered some of the basic concepts.
• It allows you to pinpoint difficulties
• The teaching programme takes the children further on e.g. beyond 20, it encourages the teacher to move them on.
• We have learned that interactive materials can be used as a successful assessment tool ( written assessments can give a false indication of a child’s ability)
• Mr Tracker encourages you to track the child further than you may expect - you don’t stick to the level they are working at with planned work e.g. A1, A2
• Staff found ‘no praise’ difficult
• We learned not to make assumptions about what children can and cannot do
• Children take a while to absorb a concept
• We were not limiting the child’s use of maths ( by sticking to A1,A2 etc)
• There are really good activities which benefit all the children
• Staff wondered how filming affected the child’s response
• The children took longer than expected to complete the assessment
• Children needed sufficient vocabulary to explain how they worked out an answer
• Staff need guidance about when and how frequently we should use the assessments ( time allocation)
• It was a good experience!
• Surprised to note extent of reversals e.g. 15 for 51
• The test could be used across all ages P1 - Level D
• EOL child could sort out numbers in teens, tried very hard to sort out numbers 20 and above by looking at the units
• We would need to carry ou the assessment quite a few times to get slick at it
• Could you use the assessment in smaller blocks e.g. addition only?
• Next steps for teaching are much clearer
• The assessment resulted in the teacher knowing each individual child’s strengths and weaknesses much better
• The assessment gave us a better understanding of the strategies being used by the children
• Created a greater awareness of the concepts of before and after
• The knowledge gained from an assessment should prevent any child being moved on to more complex processes when the evidence suggests that they haven’t mastered some of the basic concepts.
• It allows you to pinpoint difficulties
• The teaching programme takes the children further on e.g. beyond 20, it encourages the teacher to move them on.
• We have learned that interactive materials can be used as a successful assessment tool ( written assessments can give a false indication of a child’s ability)
• Mr Tracker encourages you to track the child further than you may expect - you don’t stick to the level they are working at with planned work e.g. A1, A2
• Staff found ‘no praise’ difficult
• We learned not to make assumptions about what children can and cannot do
• Children take a while to absorb a concept
• We were not limiting the child’s use of maths ( by sticking to A1,A2 etc)
• There are really good activities which benefit all the children
• Staff wondered how filming affected the child’s response
• The children took longer than expected to complete the assessment
• Children needed sufficient vocabulary to explain how they worked out an answer
• Staff need guidance about when and how frequently we should use the assessments ( time allocation)
• It was a good experience!
• Surprised to note extent of reversals e.g. 15 for 51
• The test could be used across all ages P1 - Level D
• EOL child could sort out numbers in teens, tried very hard to sort out numbers 20 and above by looking at the units
• We would need to carry ou the assessment quite a few times to get slick at it
• Could you use the assessment in smaller blocks e.g. addition only?
• Next steps for teaching are much clearer
• The assessment resulted in the teacher knowing each individual child’s strengths and weaknesses much better
• The assessment gave us a better understanding of the strategies being used by the children
• Created a greater awareness of the concepts of before and after
• The knowledge gained from an assessment should prevent any child being moved on to more complex processes when the evidence suggests that they haven’t mastered some of the basic concepts.
• It allows you to pinpoint difficulties
• The teaching programme takes the children further on e.g. beyond 20, it encourages the teacher to move them on.
• We have learned that interactive materials can be used as a successful assessment tool ( written assessments can give a false indication of a child’s ability)
• Mr Tracker encourages you to track the child further than you may expect - you don’t stick to the level they are working at with planned work e.g. A1, A2
• Staff found ‘no praise’ difficult
• We learned not to make assumptions about what children can and cannot do
• Children take a while to absorb a concept
• We were not limiting the child’s use of maths ( by sticking to A1,A2 etc)
• There are really good activities which benefit all the children
• Staff wondered how filming affected the child’s response
• The children took longer than expected to complete the assessment
• Children needed sufficient vocabulary to explain how they worked out an answer
• Staff need guidance about when and how frequently we should use the assessments ( time allocation)
• It was a good experience!
• Surprised to note extent of reversals e.g. 15 for 51
• The test could be used across all ages P1 - Level D
• EOL child could sort out numbers in teens, tried very hard to sort out numbers 20 and above by looking at the units
• We would need to carry ou the assessment quite a few times to get slick at it
• Could you use the assessment in smaller blocks e.g. addition only?

• Next steps for teaching are much clearer
• The assessment resulted in the teacher knowing each individual child’s strengths and weaknesses much better
• The assessment gave us a better understanding of the strategies being used by the children
• Created a greater awareness of the concepts of before and after
• The knowledge gained from an assessment should prevent any child being moved on to more complex processes when the evidence suggests that they haven’t mastered some of the basic concepts.
• It allows you to pinpoint difficulties
• The teaching programme takes the children further on e.g. beyond 20, it encourages the teacher to move them on.
• We have learned that interactive materials can be used as a successful assessment tool ( written assessments can give a false indication of a child’s ability)
• Mr Tracker encourages you to track the child further than you may expect - you don’t stick to the level they are working at with planned work e.g. A1, A2
•  Staff found ‘no praise’ difficult
• We learned not to make assumptions about what children can and cannot do
• Children take a while to absorb a concept
• We were not limiting the child’s use of maths ( by sticking to A1,A2 etc)
• There are really good activities which benefit all the children
• Staff wondered how filming affected the child’s response
• The children took longer than expected to complete the assessment
• Children needed sufficient vocabulary to explain how they worked out an answer
• Staff need guidance about when and how frequently we should use the assessments ( time allocation)
• It was a good experience!
•  Surprised to note extent of reversals e.g. 15 for 51
•  The test could be used across all ages P1 - Level D
• EOL child could sort out numbers in teens, tried very hard to sort out numbers 20 and above by looking at the units
• We would need to carry ou the assessment quite a few times to get slick at it
•  Could you use the assessment in smaller blocks e.g. addition only?

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