Checklist for Assessing Problem Solving in Copybooks/Worksheets/Portfolios
(Completed by 6 tracker pupils per class room, 2 high ability pupils, 2 average ability pupils, 2 lower ability pupils)
Checklist for Maths copies/teaching
Evidence
strategies
Total sample of 24 copies
analysed
1. What general information can be
Children not using words to explain their solutions.
gathered from the copies in terms
In senior classes, some definitions (e.g. area, perimeter) and labelled
of maths vocabulary?
diagrams (e.g. obtuse, acute angles) are recorded.
2. Is the child's work laid out clearly
Pupils’ copies are laid out very well in all classes.
18/24
and well structured?
3. Are any of the following problem
solving strategies in use by the
child in the copy?
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


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Drawing a diagram to
illustrate a problem
Making a chart or table of the
information
Making a guess and testing it
Writing a number sentence for
the problem
Breaking the problem down
and solving each part
Some pupils draw diagrams to help them solve problems.
9/24
0/24
Some pupils have evidence of estimation recorded, there is also evidence of
where pupils have rubbed out their estimates.
All pupils have evidence of writing number sentences.
10/24
Few pupils have evidence of recording each step of a multi-step word
problem, a number of pupils seem to have failed to attempt the
second/third component.
*For training purposes only
6/24
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