Ready-to Progress Assessment Questions

[Marketta Filipovich]

ThesePowerPoints include links to relevant resources and pupil-facing activities. They are ideal to be used with small groups of pupils to review, practise, and consolidate learning. The five-minute video at the foot of this page demonstrates this in more detail.

The pupil activities are intended to stimulate interaction and discussion. We suggest you use them flexibly and are guided by pupil response, repeating activities where pupils lack confidence. The ready-to-progress criteria are intended as goals for the end of the year. When used at the start of a year, you might want to use the materials from the previous year group. If you are teaching Year 4 for example, the Year 3 materials are used to review, practice and consolidate learning from the previous year.

This resource provides coherent sequencing for the primary maths curriculum. It draws together the DfE guidance on curriculum prioritisation, with the high quality professional development and classroom resources provided by the NCETM Primary Mastery PD materials. There's a two-minute explainer video further down this page, and you can find a set of Frequently-asked Questions (FAQs) providing more information.

For each of Years 1-6, there is a mapping of the year's curriculum into around a dozen units. Each unit has a downloadable PowerPoint, with sequenced classroom slides, carrying comprehensive links to pages in the DfE Primary Mathematics Guidance, and to associated pedagogy and professional development in the NCETM Primary Mastery PD materials. Within each year group, there's also a set of assessment questions, arranged by ready-to-progress criteria, in a zip file download after the units.

Those involved in whole-school maths planning may find the Years 1-6 overview document useful (with full referencing to the DfE guidance and the NCETM Primary Mastery PD materials). You can also read the reflections of a maths lead after the first year using them.

Our resource covers the full mathematics national curriculum (except for a few areas detailed below), but priority is given to those areas covered by the ready-to-progress criteria from the DfE guidance. These areas are given more time and appear earlier in the year.

Detailed pedagogical guidance on their use is linked at the beginning of each new outcome, so that teachers continue to develop professional judgement and understanding rather than delivering scripted off-the-peg lessons.

Rough suggestions are given for the intended length of each unit, but teachers are expected to adjust according to the needs and prior learning of their pupils. Similarly, whilst some outcomes might be covered in a single lesson, some will take longer. The sequence of outcomes will provide teachers with a clear progression of learning.

Yes. We have compiled assessment questions for each unit, based on questions in the DfE guidance. These can be used formatively or in low-stakes testing throughout the year. They're available to download by year group as a zip file from the individual Curriculum Map pages.

Schools with mixed-age classes will find the Curriculum Prioritisation overview document useful to map out the conceptual journey. Schools may well use their existing resources and use the CP materials to support with subject knowledge and planning in small steps.

The Years 1-6 overview document (downloadable from this page) shows each year in an easy-to-view format, with each unit referenced to the relevant ready-to-progress criteria, and the NCETM Primary Mastery PD materials segment(s).

i-Ready Personalized Instruction provides students with lessons based on their individual skill level and needs, so your student can learn at a pace that is just right for them. These lessons are fun and interactive to keep your student engaged as they learn.

i-Ready Diagnostic is an adaptive assessment, or a type of computer adaptive test. Computer adaptive tests match the difficulty of test questions to the ability of each student. As students answer questions correctly, the test gets more difficult. As students answer questions incorrectly, the test gets easier. In both cases, the test adapts to find the precise ability of the test taker.

Computer adaptive tests use sophisticated algorithms to zero in on a precise measure of student ability. After starting students out at a difficulty level formulated on an educated guess (based on their chronological grade level in the case of i-Ready), the test adjusts up and down, with questions of varying difficulty, until the assessment reaches the level of difficulty that is perfectly matched to a given student.

Phonological Awareness is the understanding that a spoken word is made up of different parts and that each of these parts makes a sound. For example, the word bat includes the sounds /b/, /a/, and /t/, and the word batter can be broken into two syllables that make the sounds /bat/ and /ter/. Phonological Awareness is an important building block for Phonics. Readers need to be able to distinguish, or make out, the individual sounds in spoken words before they can fully master matching sounds to letters.

High-Frequency Words are the words that appear most often in what students read. Words such as the, and, and it are high-frequency words. Because these words appear so often, readers must learn to recognize them automatically. Also, these words are often spelled in ways that can be confusing. Words such as could and there do not follow the rules that connect sounds to letters in most words. Learning to recognize these words automatically helps students read more quickly and easily, which gives them a better opportunity to understand what they are reading.

Vocabulary is the name for the words a student knows. The more words a student knows, the easier it is to understand what they read. Good readers know the meanings of many words. Students grow their vocabularies by hearing and reading new words, talking about words, and being taught specific words.

I am currently preparing to take the PSMI and it seems I am doing exactly what you did in terms of reading and mock test taking even before reading your post. So it's good to know that this level of preparation may lead to success on a first attempt.

Lots of questions from all the different sources were here in exam, like word-to-word questions... so to answer them was no-brainer, because you memorize everything during mock exams. But a few questions were rather challenging. Somehow I managed to nail most of them. I guess you just start thinking logically and apply common sense in such cases. I prepared lots of notes in advance, but oddly enough I didn't use them. Everything is my notes I remembered by heart, and for every "puzzling question" i could't find clear answer on the internet.

I've been studing for the test since last week: read the Scrum Guide many, many times, took my own notes and done the free mock tests (open assessments in scrum.org and michael). I started getting very good grades in a row (more tham 95% in average in both) and decided to buy the password for the certification.

Then I read your tips in the forum, and went in volkerdon.com as well. Harder mock tests, failed in the first one (40 test questions), barely passed in the second and third mocks. As you mentioned, `trickier` questions (attend x participate) , detailed questions not in the Scrum Guide (cone of uncertainty, scrum poker, technical debt, sucess metrics for PO, automated builds, scrum of scrums, integrated Increment) - though one can guess after a while.

For ELLA WODZINSKA, thanks for the suggestion of investing (not spending!) USD 10,00 in It was really worth for me. In my opinion their questions are the more similar ones to the real exam. Thanks also for the tip to "look for the obvious "no way!" answers and exclude them." Not so obvious if you only practice with the open assessments. Important tip for non-native speakers, like me.

And finally, thanks to Orkhan Efendiev for answering my previous questions. At that moment I was really panicking (could not find any other Brazilian which passed the test recently), so your answers gave me the confidence I needed to keep going, that I was in the right path.

2) I was really afraid about the site performance issues that were mentioned in many forums, but I didn't have any (maybe because it was Friday!). My tip is: try to select a time for the real exam where there are (probably) less users logged in.

3) I finalized the test in 45min, so I had time to go over all my bookmarked questions. In order words: manage time. Practice the other assesments (open, quizzes, mock) much as possible to finalize early, very early. It can be tough, because in real life, after all hours studying and knowing that you have only one attempt to pass, it's really tempting to submit the test and get the final results asap. By taking time to carefully review your bookmarked questions, for sure you will improve your score.

For ELLA WODZINSKA, thanks for the suggestion of investing (not spending!) USD 10,00 in It was really worth for me. In my opinion their questions are the more similar ones to the real exam. Thanks also for the tip to "look for the obvious "no way!" answers and exclude them." Not so obvious if you only practice with the open assessments. Important tip for non-native speakers, like me. And finally, thanks to Orkhan Efendiev for answering my previous questions. At that moment I was really panicking (could not find any other Brazilian which passed the test recently), so your answers gave me the confidence I needed to keep going, that I was in the right path.

Above you wrote that real exam on scrum.org was slow. How do you think (or maybe somebody else), is it enough 45 seconds per question or maybe due to slow the user will have only 35-40 seconds per question?

I just cleared PSPO I yesterday with 88.8% score. I think you would have sufficient time to answer all the questions and come back to bookmarked questions if you have gone through the open assessment practice tests and those on other free practice sites mentioned above with attention and prepared well.

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