This document discusses strategies for using the Gloss assessment tool to evaluate students' mathematical understanding. It recommends watching video examples to identify students' strategy stages and knowledge. Teachers should record the highest strategy stage demonstrated as well as the knowledge being developed. The document also addresses issues like using Gloss assessments consistently over the school year and recording strategies clearly for other teachers.

1. Gloss- Check Up
We are going to watch a selection of video’s now:
If we heard these answers, what decision’s would
We be making?
As you are watching:
•What strategy stage are they?
•Record what strategy they are using?
•What other strategies could they have used?
•What knowledge do they have?
•What knowledge is being developed?

2. Decision Making- What Strategy is this
Child using?

3. Decision Making- What strategy is this
Child using?

4. Decision Making- What strategy is this
child using?

5. Decision Making- What Strategy is this
child using?

6. Contentious Issues with Gloss…
• Are there any?
Range of achieved Domain stages – leveling working level. 3 –ratio, 4
add/sub, 5 mult/div
• Recording
• Global stage?
• Can we help each other to solve them?
• Not intended to be ‘one number’ – purpose was to raise teacher
skills, Gloss has changed – Hierarchy of difficulty- still informing your
teaching. Which one do we put in? Follow the Gloss assessment – then
the data set is consistent- Entering their highest global stage.
• Recording exactly what they are saying – explain explicitly what they are
saying- think about the next teacher reading it.
• Gloss H – Whole school using this Gloss

7. Gloss Basics…
• Use a different Gloss at the start to the end of
the year
• Recording their highest Working Strategy
Stage (They only have to show you one way)
• JAM can give you the strategy stage too –
record that into the Gloss section of MUSAC
• Yes we will be Gloss testing in Term 2 and
Term 4.