APP is an initiative that puts teachers at the centre of pupil assessment in maths, reading and writing (England only). Building on the principles of Assessment for Learning, teachers will be able to draw on a range of evidence to check their pupils' progress and attainment. Evidence can be based on, for example, daily interactions, class work (including discussion) and more formal means of assessment; all of which can help teachers decide the level at which their pupils are working.

APP can be based on daily, periodic or transitional assessment. Progress in English (PIE) and Progress in Maths (PIM) can contribute to the latter, satisfying the type, purpose and characteristics of transitional assessment. In other words, they:

Provide a summary of where, in relation to national standards, learners are at a given point in time.
Can be used at points of transition which might be from year to year, school to school or level to level.
Contribute to a range of evidence, including tests, to reach a view of attainment.
Are externally validated (ie nationally standardised).
Are set within the framework of national standards.

Whether the tests are used early in the academic year or, as is more common, towards the end, when they provide essential, summative information about pupils attainment in these two core subjects.

In order to help teachers make connections between PIM, PIE and APP, the individual tests have been 'mapped' to the Assessment Focuses that are central to APP. Each question has been matched with the appropriate Assessment Focus along with the level exemplified by the question. In some tests there are several questions that link to a single Assessment Focus at one or more level.

Go to PIM/PIE APP Mapping Grids

Useful Links

Resource area with full description of APP and the Assessment Focuses for maths, reading and writing - including information on the links between APP, the Primary Framework and National Curriculum is available at: