assessing learning - qcaa.qld.edu.au · pdf fileassessing learning ... used geometric names to...
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Mathematics Assessment and reporting
© The State of Queensland (Queensland Studies Authority) 2005 A 3
Assessing learning
Assessment is the purposeful, systematic and ongoing collection of evidence for use in making judgments about students’ demonstrations of learning and is an integral part of the learning and teaching process.
Evidence of demonstrations of students’ learning should be gathered from different sources across a range of contexts, and be recorded over time using a variety of assessment techniques and recording instruments. Assessment techniques should be selected to best suit the context in which the learning is being demonstrated and the type of evidence required. The evidence gathered should be relevant to the learning being assessed and be collected in a focused and systematic way.
Students should be made aware of what is being assessed, how and when they will be assessed, and how judgments will be made about their demonstrations of learning.
The table on page 71 of the syllabus, Examples of ways to gather and record evidence from a variety of sources contains possible sources of evidence of mathematics learning, descriptions of assessment techniques and suggestions of recording instruments that teachers could use.
Teachers make judgments about a student’s demonstrations of learning when satisfied that they have sufficient evidence.
Examples of assessment opportunities
The following examples of assessment opportunities have been drawn from the Mathematics investigations developed to support the implementation of the Mathematics syllabus. They show different ways teachers may plan to assess and monitor students’ learning.
In the investigations, information to support teachers in monitoring and assessing learning is included, in most instances, at the end of each phase. It includes possible sources of evidence from activities in that phase and descriptions about what students are expected to know and to do to demonstrate their learning.
Examples 1, 2 and 3 expand on the assessment opportunities referred to at the end of each phase of some of the Queensland Studies Authority Mathematics investigations.
Example 4 illustrates assessment strategies that could be used in a range of contexts and as an auditing tool to ensure evidence is gathered by using a variety of assessment techniques from a number of sources and is recorded using different recording instruments.
Example 5 could be used by students to monitor their learning. It could also be used by teachers to track students’ progress through an investigation or to begin making judgments about students’ learning.
Example 6 promotes thinking, reasoning and working mathematically and could be used by students in the early years of schooling to monitor their progress through an investigation.
Example 7 provides a tool for tracking students’ progress as judgments are made about their learning in a range and balance of contexts.
A blank form for each example has been included.
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 5
Ex
am
ple
1
Le
ve
l 1
Str
an
ds
To
pic
s
Num
ber
Measure
ment
Space
Additio
n a
nd s
ubtr
actio
n
Len
gth
, are
a,
mass a
nd v
olu
me
Shap
e a
nd lin
e
Inv
es
tig
ati
on
: M
ak
ing
a d
rea
m m
at
This
investigation is c
onnecte
d to T
he A
rts s
ourc
ebook m
odule
, T
he d
rea
m-m
aker.
The c
lass is g
oin
g to c
reate
a ‘dre
am
mat’ for
every
one to s
it o
n d
uri
ng s
hari
ng tim
e. T
he m
at m
ust have the s
am
e
num
ber
of pie
ces in it as there
are
stu
dents
in the c
lass, and b
e larg
e e
nough for
the w
hole
cla
ss to s
it o
n. Y
our
job is to d
ecid
e w
hat shap
e a
nd h
ow
big
the p
ieces w
ill b
e a
nd to c
reate
the m
at. Y
ou w
ill a
lso investigate
‘re
cip
es’
for
dre
am
s, an
d d
esig
n a
pers
ona
l ‘c
loth
of dre
am
s’.
Ou
tco
me
s
N 1
.2,
M 1
.1,
S 1
.1
As
se
ss
men
t te
ch
niq
ue
Po
ss
ible
so
urc
es
of
evid
en
ce
E
vid
en
ce
Ha
s t
he
stu
de
nt:
P
ossib
le r
eco
rdin
g in
str
um
en
ts
d
iscu
ssio
ns a
bo
ut
sh
ap
es
id
entified e
very
day s
hapes in q
uilt
s o
r m
ats
that have g
eom
etr
ic
pattern
s?
observ
ation n
ote
s
shap
e h
unt
used g
eom
etr
ic n
am
es to d
escribe r
epre
senta
tions o
f circle
s,
tria
ng
les a
nd r
ecta
ng
les (
inclu
din
g s
quare
s)?
Observ
ation
pla
y a
nd e
xperi
menta
tio
n in th
e d
ream
fa
cto
ry
sele
cte
d a
ppro
priate
non-s
tandard
units to m
easure
the
perim
ete
r of th
e d
ream
mat
used n
on-s
tan
dard
units to m
easure
ingre
die
nts
in the d
ream
fa
cto
ry?
checklis
ts
Consultatio
n
ord
er
in w
hic
h c
onta
iners
are
pla
ced
com
pare
d a
nd o
rdere
d the s
izes o
f conta
iners
accord
ing to the
quantity
it ta
kes to fill
them
?
checklis
ts
dig
ital ph
oto
gra
phs
lis
t o
f p
rop
ert
ies o
f 2
D s
ha
pe
s
id
entified 2
D s
hapes u
sed in q
uilt
s o
r m
ats
and d
escri
bed them
usin
g g
eom
etr
ic term
s a
nd p
ropert
ies?
w
ork
sh
ee
ts
Focused a
naly
sis
re
cip
es
solv
ed a
dditio
n p
roble
ms to c
alc
ula
te the q
uantities o
f in
gre
die
nts
for
dre
am
s?
ann
ota
ted w
ork
sam
ple
s
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 6
Ex
am
ple
2
Le
ve
l 5
Str
an
d
To
pic
s
Space
Shap
e a
nd lin
e
Location, dir
ection a
nd m
ove
ment
Inv
es
tig
ati
on
: T
ow
n p
lan
nin
g
You a
re a
to
wn
pla
nner
and o
ne o
f your
tasks is to d
esig
n a
nd b
uild
a m
od
el of th
e c
entr
e o
f a p
lan
ned c
ity. T
he
centr
e m
ust m
eet th
e n
eeds o
f a s
mall
com
munity,
be u
sefu
l to
its
citiz
ens a
nd u
se a
vari
ety
of shapes t
o p
rovid
e
an inte
restin
g landscap
e. Y
ou
will
be r
equ
ire
d to p
resent
yo
ur
desig
n a
nd m
ode
l to
an a
udie
nce.
Ou
tco
me
s
S 5
.1,
S 5
.2
As
se
ss
men
t te
ch
niq
ue
Po
ss
ible
so
urc
es
of
evid
en
ce
E
vid
en
ce
Ha
s t
he
stu
de
nt:
P
ossib
le r
eco
rdin
g in
str
um
en
ts
Ob
se
rva
tio
n
p
rese
nta
tio
n o
f m
od
el to
th
e c
lass
–
exp
lan
atio
n
cla
ss d
iscussio
ns (
responses t
o
questions)
used a
ppro
pri
ate
scale
to d
evelo
p the m
od
el
descri
bed a
spe
cts
of th
e p
lan u
sin
g s
imila
rity
and c
on
gru
en
ce?
dig
ital ph
oto
gra
phs o
f th
e m
odel
vid
eo tape o
f p
resenta
tion
checklis
ts a
nd a
necdota
l re
cord
s
Co
nsu
lta
tio
n
cla
ssific
ation o
f shapes o
f build
ings
used the r
ela
tionsh
ip b
etw
ee
n the p
rop
ert
ies o
f shapes, lin
es a
nd
ang
les to c
lassify b
uild
ings a
nd e
xpla
in w
hic
h a
re s
imila
r a
nd w
hic
h
are
co
ng
rue
nt?
checklis
ts
ann
ota
ted w
ork
sam
ple
Fo
cu
se
d a
na
lysis
repre
senta
tion o
f a c
ity c
entr
e
a
ccu
rate
ly u
se
d s
ca
le t
o c
rea
te t
he
pla
n f
or
the
mo
de
l o
f th
e c
ity
centr
e
cre
ate
d r
epre
senta
tions o
f geom
etr
ic o
bje
cts
(e.g
. build
ings)
that
satisfy
desig
n s
pecific
ations?
jo
urn
als
ann
ota
ted w
ork
sam
ple
s
stu
dent fo
lios
Se
lf-
an
d p
ee
r-a
sse
ssm
en
t
pre
senta
tion o
f th
e m
odel
–
exp
lan
atio
n
accura
tely
described the s
cale
used to c
reate
the m
odel
ju
stifie
d the s
hapes u
sed for
build
ings?
peer-
and s
elf-a
ssessm
ent sheets
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 7
Ex
am
ple
3
Le
ve
l 4
Str
an
ds
To
pic
s
Inv
es
tig
ati
on
: T
op
pla
ce
s t
o l
ive
The e
ditor
of a tra
vel m
agazin
e w
ants
to inclu
de a
n a
rtic
le a
bout th
e b
est countr
ies to liv
e in. Y
our
job is to p
resent
info
rmation that com
pare
s the s
tandard
of liv
ing in A
ustr
alia
with that of th
ree o
ther
countr
ies o
n thre
e d
iffe
rent
continents
. U
se a
variety
of
meth
ods inclu
din
g d
ata
dis
pla
ys, data
analy
ses a
nd m
aps to s
upport
your
conclu
sio
ns.
Nu
mb
er
Cha
nce a
nd D
ata
Space
Nu
mb
er
co
nce
pts
Data
Location, dir
ection a
nd m
ove
ment
O
utc
om
es N
4.1
, C
D 4
.2,
S 4
.2
As
se
ss
men
t te
ch
niq
ue
Po
ss
ible
so
urc
es
of
evid
en
ce
E
vid
en
ce
Ha
s t
he
stu
de
nt:
P
ossib
le r
eco
rdin
g in
str
um
en
ts
Observ
ation
dis
cussio
ns w
ith s
tudents
inte
rpre
ted m
aps w
ith r
efe
rence to c
onventions to identify
lo
cations o
f chosen c
ountr
ies?
observ
ation n
ote
s
checklis
ts
Consultatio
n
pla
ns for
the investigation
data
record
tem
pla
tes
pla
nne
d a
data
colle
ction
desig
ne
d a
data
record
tem
pla
te
accessed s
tatistical data
fro
m r
ele
vant sourc
es (
e.g
. A
ustr
alia
n
Bure
au o
f S
tatistics)?
anecdota
l re
cord
s
ann
ota
ted w
ork
sam
ple
s
Focused a
naly
sis
data
dis
pla
ys
note
s for
pre
senta
tion
stu
dent jo
urn
als
chose
n a
nd c
onstr
ucte
d d
ata
dis
pla
ys for
ma
kin
g c
om
pariso
ns
of th
e s
tandard
s o
f liv
ing in d
iffe
rent countr
ies
u
se
d m
ea
su
res o
f lo
ca
tio
n (
me
an
, m
ed
ian
an
d m
od
e)
to in
form
ju
dgm
ents
about th
e s
tandard
s o
f liv
ing in d
iffe
rent countr
ies
m
ade c
onnections b
etw
een k
ey p
erc
en
tag
es a
nd
fra
ctio
ns?
stu
dent fo
lios a
nd feedback s
heets
ann
ota
ted w
ork
sam
ple
s
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 8
Bla
nk
fo
rm —
Ex
am
ple
s 1
, 2
an
d 3
Le
ve
l
Str
an
ds
To
pic
s
Inv
es
tig
ati
on
:
Ou
tco
mes
As
se
ss
men
t te
ch
niq
ue
Po
ss
ible
so
urc
es
of
evid
en
ce
E
vid
en
ce
Ha
s t
he
stu
de
nt:
P
ossib
le r
eco
rdin
g in
str
um
en
ts
Observ
ation
Consultatio
n
Focused a
naly
sis
Self-
and p
eer-
asse
ssm
en
t
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 9
Ex
am
ple
4
Le
ve
l 3
Str
an
ds
To
pic
s
Measure
ment
Space
Tim
e
Location, dir
ection a
nd m
ove
ment
Inv
es
tig
ati
on
: A
vis
it t
o t
he
mu
se
um
The c
lass is p
lann
ing a
trip to the m
useum
. Y
ou w
ant to
see a
s m
an
y d
isp
lays a
s p
ossib
le in the tim
e y
ou h
ave
availa
ble
so y
ou w
ill n
ee
d to p
lan y
our
vis
it c
are
fully
. D
evelo
p a
n itinera
ry f
or
the d
ay inclu
din
g w
hen the
bus
leaves s
cho
ol and its
retu
rn,
and h
ow
much tim
e y
ou c
an s
pen
d a
t each e
xh
ibit o
r d
ispla
y in th
e m
useu
m. Y
ou w
ill
nee
d to g
ath
er
info
rmation a
bout th
e h
isto
ry o
f one e
xhib
it to c
reate
a tim
elin
e.
Ou
tco
mes M
3.2
, S
3.2
As
se
ss
me
nt
op
po
rtu
nit
y
Th
e s
tud
en
t m
ay:
Evid
en
ce
Ha
s t
he
stu
de
nt:
So
urc
es
of
evid
en
ce
A
ss
ess
men
t te
ch
niq
ue
R
ec
ord
ing
in
str
um
en
ts
dis
cu
ss t
he
flo
or
pla
n o
f th
e m
use
um
dis
cu
ss t
he
ma
p s
ho
win
g t
he
ro
ute
to
th
e m
use
um
dis
cu
ss c
ale
nd
ars
in
terp
ret
loca
l tr
an
sp
ort
tim
eta
ble
s
pre
se
nt
the
itin
era
ry t
o a
ud
ien
ce
de
scri
be
d lo
ca
tio
ns u
sin
g m
ajo
r co
mp
ass
po
ints
, a
ng
les a
nd
gri
ds
giv
en
dir
ectio
ns u
sin
g m
ajo
r co
mp
ass
po
ints
, a
ng
les a
nd
gri
ds
in
terp
rete
d c
ale
nd
ars
re
co
rde
d a
nd
ca
lcu
late
d w
ith
12
-ho
ur
tim
e
in
terp
rete
d a
nd
cre
ate
d m
ap
s a
nd
pla
ns?
dis
cu
ssio
n b
etw
ee
n s
tud
en
ts
ga
me
s
ob
se
rva
tio
n o
f w
ritt
en
wo
rk in
pro
gre
ss
stu
de
nt
exp
lan
atio
n o
f w
ork
in
pro
gre
ss
qu
estio
nin
g le
d b
y t
ea
ch
er
or
stu
de
nt
stu
de
nt
pre
se
nta
tio
ns
Ob
se
rva
tio
n
an
ecd
ota
l re
co
rds
ch
ecklis
ts
ob
se
rva
tio
n n
ote
s
au
dio
tap
ing
vid
eo
tap
ing
use
a m
ap
of
the
sch
oo
l g
rou
nd
s t
o
de
scri
be
pa
thw
ays,
an
gle
s o
f tu
rn,
ori
en
tatio
n t
o n
ort
h,
sym
bo
ls,
ke
ys
an
d le
ge
nd
s
re
ad
th
e t
ime
on t
he
cla
ssro
om
clo
ck
at
diffe
ren
t tim
es o
f d
ay
use
d a
ra
ng
e o
f m
ap
pin
g c
on
ve
ntio
ns
re
ad
12
-ho
ur
tim
e?
co
nce
pt
ma
p
pla
ns o
f a
pp
roa
ch
to
in
ve
stig
atio
n
qu
estio
nin
g le
d b
y t
ea
ch
er
or
stu
de
nt
exp
lan
atio
n o
f w
ork
in
pro
gre
ss
wh
ole
or
sm
all
gro
up
dis
cu
ssio
ns
dis
cu
ssio
n w
ith
stu
de
nt
Co
nsu
lta
tio
n
an
ecd
ota
l re
co
rds
an
no
tate
d w
ork
sa
mp
les
ch
ecklis
ts
fe
ed
ba
ck s
he
ets
vid
eo
re
co
rdin
g
te
ach
er
jou
rna
l
cre
ate
a f
loo
r p
lan
of
a f
am
ilia
r p
lace
u
sin
g a
n a
lph
an
um
eri
c g
rid
use
a m
ap
of
the
sch
oo
l g
rou
nd
s t
o
sh
ow
:
p
ath
wa
ys
sym
bo
ls
ke
ys a
nd
le
ge
nd
s
nort
h
re
ad
an
d r
eco
rd d
igita
l a
nd
an
alo
gu
e
tim
e
re
co
rd e
ve
nts
on
a c
ale
nd
ar
co
nstr
uct
tim
elin
es t
o s
ho
w a
fa
mili
ar
eve
nt,
th
e h
isto
ry o
f o
ne
exh
ibit
in
terp
rete
d a
nd
cre
ate
d m
ap
s a
nd
pla
ns
use
d a
ra
ng
e o
f m
ap
pin
g c
on
ve
ntio
ns
re
ad
, re
co
rde
d a
nd
ca
lcu
late
d w
ith
12
-ho
ur
tim
e
in
terp
rete
d c
ale
nd
ars
?
co
mp
ute
r-g
en
era
ted
pre
se
nta
tio
ns
stu
de
nt
jou
rna
ls o
r le
arn
ing
lo
gs
wri
tte
n w
ork
sa
mp
les
pro
jects
/assig
nm
en
ts
re
po
rts (
e.g
. o
n inve
stig
atio
n)
ske
tch
es a
nd
dra
win
gs
dia
gra
ms
stu
de
nt
folio
s
wo
rkin
g n
ote
s a
nd
jo
ttin
gs
wri
tte
n t
ests
(in
clu
din
g Y
ea
rs 3
, 5
an
d 7
te
st
report
s)
dig
ita
l p
ho
tog
rap
hs
Fo
cu
se
d
an
aly
sis
an
no
tate
d w
ork
sa
mp
les
fe
ed
ba
ck s
he
ets
fo
lios
le
arn
ing
lo
gs
ch
ecklis
ts
re
po
rts o
f te
st
resu
lts
sta
tem
en
ts o
f a
nticip
ate
d e
vid
en
ce
cri
teri
a s
he
ets
wo
rksh
ee
ts
pro
vid
e f
ee
db
ack t
o a
no
the
r stu
de
nt
ab
ou
t th
eir p
lan
s f
or
the
excu
rsio
n
in
terp
rete
d t
he
tim
eta
ble
accu
rate
ly
accu
rate
ly c
alc
ula
ted
du
ratio
ns
giv
en
cle
ar
dir
ectio
ns?
pre
se
nta
tio
ns
bra
insto
rmin
g a
ctivitie
s
dis
cu
ssio
ns
de
ba
tes a
nd
ch
alle
ng
es
ga
me
s
stu
de
nt
exp
lan
atio
ns o
f w
ork
in
pro
gre
ss
vid
eo
re
co
rdin
gs o
r d
igita
l p
ho
tog
rap
hs
Self-
and p
ee
r-a
sse
ssm
en
t
se
lf-a
sse
ssm
en
t sh
ee
ts
re
fle
ctio
n s
he
ets
re
fle
ctio
n jo
urn
als
fe
ed
ba
ck s
he
ets
dia
rie
s
Math
em
atics
Assessm
ent and r
eport
ing
© T
he
Sta
te o
f Q
ue
en
sla
nd
(Q
ue
en
sla
nd
Stu
die
s A
uth
ori
ty)
20
05
A 1
0
Bla
nk
fo
rm —
Ex
am
ple
4
Le
ve
l
Str
an
ds
To
pic
s
Inv
es
tig
ati
on
:
Ou
tco
mes
As
se
ss
me
nt
op
po
rtu
nit
ies
—
Th
e s
tud
en
t m
ay:
Ha
s t
he
stu
de
nt:
S
ou
rce
s o
f e
vid
en
ce
A
ss
ess
men
t te
ch
niq
ue
R
ec
ord
ing
in
str
um
en
ts
dis
cu
ssio
n b
etw
ee
n s
tud
en
ts
ga
me
s
ob
se
rva
tio
n o
f w
ritt
en
wo
rk in
pro
gre
ss
stu
de
nt
exp
lan
atio
n o
f w
ork
in
pro
gre
ss
qu
estio
nin
g le
d b
y t
ea
ch
er
or
stu
de
nt
stu
de
nt
pre
se
nta
tio
ns
Ob
serv
ati
on
an
ecd
ota
l re
co
rds
ch
ecklis
ts
ob
se
rva
tio
n n
ote
s
au
dio
tap
ing
vid
eo
tap
ing
co
nce
pt
ma
p
pla
ns o
f a
pp
roa
ch
to
in
ve
stig
atio
n
qu
estio
nin
g le
d b
y t
ea
ch
er
or
stu
de
nt
exp
lan
atio
n o
f w
ork
in
pro
gre
ss
wh
ole
or
sm
all
gro
up
dis
cu
ssio
ns
dis
cu
ssio
n w
ith
stu
de
nt
Co
ns
ult
ati
on
an
ecd
ota
l re
co
rds
an
no
tate
d w
ork
sa
mp
les
ch
ecklis
ts
fe
ed
ba
ck s
he
ets
vid
eo
re
co
rdin
gs
te
ach
er
jou
rna
l
co
mp
ute
r-g
en
era
ted
pre
se
nta
tio
ns
stu
de
nt
jou
rna
ls o
r le
arn
ing
lo
gs
wri
tte
n w
ork
sa
mp
les
pro
jects
/assig
nm
en
ts
re
po
rts (
e.g
. o
n inve
stig
atio
n)
ske
tch
es a
nd
dra
win
gs
dia
gra
ms
stu
de
nt
folio
s
wo
rkin
g n
ote
s a
nd
jo
ttin
gs
written tests
(in
clu
din
g Y
ears
3, 5 a
nd 7
test re
port
s)
dig
ita
l p
ho
tog
rap
hs
Fo
cu
sed
an
aly
sis
an
no
tate
d w
ork
sa
mp
les
fe
ed
ba
ck s
he
ets
fo
lios
le
arn
ing
lo
gs
ch
ecklis
ts
re
po
rts o
f te
st
resu
lts
sta
tem
en
ts o
f a
nticip
ate
d e
vid
en
ce
cri
teri
a s
he
ets
wo
rksh
ee
ts
pre
se
nta
tio
ns
bra
insto
rmin
g a
ctivitie
s
dis
cu
ssio
ns
de
ba
tes a
nd
ch
alle
ng
es
ga
me
s
stu
de
nt
exp
lan
atio
ns o
f w
ork
in
pro
gre
ss
vid
eo
re
co
rdin
gs o
r d
igita
l p
ho
tog
rap
hs
Self
- a
nd
pe
er-
assessm
en
t
se
lf-a
sse
ssm
en
t sh
ee
ts
pe
er
asse
ssm
en
t sh
ee
ts
re
fle
ctio
n s
he
ets
re
fle
ctio
n jo
urn
als
fe
ed
ba
ck s
he
ets
dia
rie
s
Mathematics Assessment and reporting
© The State of Queensland (Queensland Studies Authority) 2005 A 11
Example 5
Self-assessment sheet Student’s name ______________________________
Levels 4 and 5
Strand Topic
Chance and Data
Data
Investigation: Getting to know us
An international exchange student from Brazil will be visiting the class next year. The student has requested information about the students in our class and the environment in which he will be staying to determine what time of year he will visit, what clothes to pack, and living costs. How can we collect and present this information? Outcomes CD 4.2, CD 5.2
Assessment opportunity
Have I:
Self- check
Evidence
Did I:
Teacher check
Level/s
planned a data collection
consider the purpose for collecting data
decide what data needs to be collected
identify whether the data will be discrete or continuous
decide how the data will be collected and recorded (circle items that show what you’ve used):
– observation experiment survey
– recorded on a spreadsheet
– extracted from an existing data source
– recorded on a template of my own design
classify the data
identify categories suitable for discrete and continuous data and give reasons for my choices
group the data
4/5
5
carried out the data collection
carry out a trial collection
check for errors
change the collection method, if necessary, to make responses clearer or to avoid errors
use consistent units for my data collections
collect enough data
4/5
chosen and constructed appropriate data displays
group the data for display
select the best displays to represent discrete and continuous data
present the data on (circle items that show what you’ve used):
– pie charts bar graphs dot-plots line graphs two-way tables lists
– two-way tables compound bar graphs histograms stem and leaf plots
5
4/5
4
5
compared and analysed the data?
use measures of location to compare the data (circle items that show what you’ve used):
– mean median mode
explain the purposes of measures of location
explain the limitations of measures of location
use other features of data to compare and analyse information: (circle items that show what you’ve used):
– spread range shape
compare different displays of the same data
explain variations between sets of data?
4/5
4
4/5
5
4/5
Teacher’s name:
Date:
Teacher’s comment:
Mathematics Assessment and reporting
A 12 © The State of Queensland (Queensland Studies Authority) 2005
Blank form: Example 5
Self-assessment sheet Student’s name ____________________________
Level/s
Strand Topic
Outcomes
Assessment opportunity
Have I:
Self- check
Evidence
Did I:
Teacher check
Level/s
Teacher’s name:
Date:
Teacher’s comment:
Mathematics Assessment and reporting
© The State of Queensland (Queensland Studies Authority) 2005 A 13
Example 6
Thinking, reasoning, working mathematically
Self-assessment sheet Student’s name _________________________
Insert: a stamp, a digital photo, a drawing, or, write about what you did.
Identify Did I:
talk about the maths in the investigation?
remember maths that will help me?
Describe Did I:
tell a friend what the investigation is about?
think about how I will do the investigation?
tell someone else about what strategies I will use?
Understand Did I:
find new information?
explain what I have learned?
look for patterns or think of other things I know that could help me?
Mathematics Assessment and reporting
A 14 © The State of Queensland (Queensland Studies Authority) 2005
Apply Did I:
test my new ideas?
use maths I already know?
try to find another way to do it?
Communicate Did I:
present my ideas to someone else?
describe how I did the investigation?
Justify Did I:
ask questions about why other people’s ideas were different from mine?
show a friend why I think my solution is right?
think about what I learned in the investigation?
Mathematics Assessment and reporting
© The State of Queensland (Queensland Studies Authority) 2005 A 15
Blank form – Example 6
Thinking, reasoning, working mathematically
Self-assessment sheet Student’s name _____________________
Insert: a stamp, a digital photo, a drawing, or, write about what you did.
Identify Did I:
talk about the maths in the investigation?
remember maths that will help me?
Describe Did I:
tell a friend what the investigation is about?
think about how I will do the investigation?
tell someone else about what strategies I will use?
Understand Did I:
find new information?
explain what I have learned?
look for patterns or think of other things I know that could help me?
Mathematics Assessment and reporting
A 16 © The State of Queensland (Queensland Studies Authority) 2005
Apply Did I:
test my new ideas?
use maths I already know?
try to find another way to do it?
Communicate Did I:
present my ideas to someone else?
describe how I did the investigation?
Justify Did I:
ask questions about why other people’s ideas were different from mine?
show a friend why I think my solution is right?
think about what I learned in the investigation?
Mathematics Assessment and reporting
© The State of Queensland (Queensland Studies Authority) 2005 A 17
Example 7
Metropolitan Middle School
Student profile Mathematics key learning area
Student: Harvey James Dolittle
The student has demonstrated learning outcomes in the following topics and levels:
Level F Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 B6
Strands/Topics
Number (N)
Number concepts 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Addition and subtraction 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Multiplication and division 1.3 2.3 3.3 4.3 5.3 6.3 DB6.3
Patterns and Algebra (PA)
Patterns and functions 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Equivalence and equations 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Measurement (M)
Length, mass, area and volume
1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Time 1.2 2.2 3.2 4.2 5.2 6.2
Chance and Data (CD)
Chance 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Data 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Space (S)
Shape and line 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Location, direction and movement
1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Comments:
Key
demonstrated
working towards
Mathematics Assessment and reporting
A 18 © The State of Queensland (Queensland Studies Authority) 2005
Blank form — Example 7
Student profile Mathematics key learning area
Student: ________________________
The student has demonstrated learning outcomes in the following topics and levels:
Level F Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 B6
Strands/Topics
Number (N)
Number concepts 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Addition and subtraction 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Multiplication and division 1.3 2.3 3.3 4.3 5.3 6.3 DB6.3
Patterns and Algebra (PA)
Patterns and functions 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Equivalence and equations 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Measurement (M)
Length, mass, area and volume
1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Time 1.2 2.2 3.2 4.2 5.2 6.2
Chance and Data (CD)
Chance 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Data 1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Space (S)
Shape and line 1.1 2.1 3.1 4.1 5.1 6.1 DB6.1
Location, direction and movement
1.2 2.2 3.2 4.2 5.2 6.2 DB6.2
Comments:
Key
demonstrated
working towards