{"id":{"repo_id":"cent-lancashire","oai_identifier":"oai:clok.uclan.ac.uk:19739"},"canonical_url":"https://search.dev.ndltd.org/etd/cent-lancashire/oai:clok.uclan.ac.uk:19739","repository":{"repo_id":"cent-lancashire","name":"University of Central Lancashire","base_url":"https://clok.uclan.ac.uk/cgi/oai2"},"display":{"title":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Woodall, Catherine"],"institution":"University of Central Lancashire","degree_name":"ma","degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1995,"date_issued":"1995-06","date_published":"1995-06","updated_at":"2026-07-24T01:36:00Z","subjects":["Education not elsewhere classified"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Woodall, Catherine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["1995-06-01"]},{"key":"dc:date.issued","label":"Date","values":["1995-06"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Central Lancashire"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://knowledge.lancashire.ac.uk/id/eprint/19739/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["ma"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education not elsewhere classified"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://knowledge.lancashire.ac.uk/id/eprint/19739/1/19739%20Catherine%20Woodall%20June95%20Changes%20to%20Teacher%20Assessment%20in%20Mathematics%20in%20Teaching%20and%20Training%20Studies%20at%20Key%20Stage%202%20Examining%20the%20practice%20in%20a%20junior%20school%20MA%20%20unpublished%20June95unknown89.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This work describes a piece of action research undertaken in a junior school in a market town in Lancashire. 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