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Mastery Diagnostic Assessments (KS3)

Mastery Diagnostic Assessments (KS3)

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To make formative assessment work, you need clear, actionable data on student understanding - before the end of instruction. Our Diagnostic Quizzes deliver that real-time insight, pinpointing exactly which concepts students have mastered and where misconceptions remain—so teachers can decide immediately whether to reteach, provide targeted practice, or move forward with confidence.

Each Diagnostic Quiz comprises a series of original, carefully crafted multiple-choice questions that target specific conceptual goals and common student errors. Distractors are designed around partial understandings and known misconceptions, ensuring the quiz not only measures whether students “got it,” but reveals why they might be struggling. After students engage with a targeted re-teach or “rethink” activity, a Second-Chance (Reassess) Quiz—with questions parallel to the original—allows learners to demonstrate improved understanding. This reassessment reinforces growth mindset and confirms that reteaching has closed gaps.

By integrating these quizzes into your unit, you gain the fast, accurate feedback needed to close learning gaps, and give every student the time and support they need to achieve mastery.

Download the sample materials

Customers rate us 4.7/5 based on 377 reviews.
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Q&A

For the Year 7 Mastery Practice book:

For the Y9/GCSE Mastery Practice Book:

It was written to help year 7 students learn to transfer the scientific knowledge to unfamiliar situation. It can also be used by students in other years to improve their understanding of the fundamental concepts. Learning to apply is what will give students access to the 60% of marks at GCSE that demand more than recalling content. The book uses a research-based approach to teach students how to solve different types of problems.

The Practice Book has a chapter on each unit in the year 7 curriculum, based on a 5-year curriculum and AQA's KS3 Science Syllabus. Download the sample material to see exactly what concepts and types of problems are included.

The first strategy studente need to learn is to evaluate the problem and what knowledge is needed to solve it. 'Detect' simulates how an expert looks at a question. They make sense of the situation, look beyond the superficial details to find the deep structure This allows them to recognise this as an example of a problem type they have seen before, and recall the organised information they need to solve - key concepts. It ensures that students avoid their inclination to just look at the keywords, and dive in risking misunderstanding the situation. Detect is broken down into smaller steps, usually: draw a diagram, show values, identify unknown, decide the concept

This encourages students to bring into their working memory all their existing knowledge, externalise it on paper (to reduce working memory demands), and then home in on what's relevant to solving the problem.

The third stage of the problem solving strategy is the actual solution process using the knowledge from Recall.The Solve starts by showing how to use the knowledge from Recall and models a step by step process of moving towards a solution for the problem.We teach students how to write answers scientifically, using a variety of structures like claim-evidence-reasoning, and problem-solution, and cause-effect.

We give a big discount if you want to buy 30+ books. Please contact us.

Customer Reviews

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J
Joy Masters
Feedback and intervention

I and the department are very impressed with the design and the specific feedback and intervention activities for students.

M
Marianne Good
Dramatic increase in learning

Really delighted with the content! My headteacher observed me doing my first rethink session. She was absolutely delighted with the learning she saw taking place and is supportive of us investing in it. Much of the success of the mastery for all assessment has been in the bespoke response to the misconceptions so clearly pinpointed by the diagnostic test. The tasks quickly and effectively address these misconceptions and the extend tasks are a fabulous way to take most able pupils to a greater depth in the learning. The dramatic increase in the marks between the diagnostic and the retest are testament to the success of the reteaching interventions.