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Year 9 Assessment:
Diagnostic assessment:
The assessment task (see http://vijay-managingelearning-test.weebly.com/diagnostic-test.html) is designed to assess student’s prior knowledge on trigonometric ratios. The assessment provides information about student’s needs, strengths and weaknesses. The teacher uses this information to prepare student-centred learning experiences appropriate for the cohort.
Make Judgments:
Student’s knowledge, understanding and application of trigonometric models.
Formative assessment:
The formative assessment task (see http://vijay-managingelearning-test.weebly.com/quizzes.html) is intended to provide an exciting learning opportunity for encouraging all the students to learn the concepts thoroughly and solve the problems systematically. The purpose of the assessment task is to facilitate students to develop critical and creative thinking, higher-order thinking, problem-solving skills and self-confidence and further develop the attributes of lifelong learning.
Length: No word limit
Resources required: Laptop, internet, scientific calculator, set textbook and learning materials provided by the teacher.
The formative assessment task is divided into 7 assessment techniques.
1. Student's self-assessment: Students are asked to assess their strengths, weaknesses, opportunities and threats by using the checklist provided by the teacher. This assessment type is supposed to empower students to take responsibility for their own learning (http://vijay-managingelearning-test.weebly.com/self-assessment.html).
2. Peer-assessment: The assessment will be carried out by peers to provide an opportunity for students to internalise the characteristics of high quality work by evaluating each other’s work. This provides positive and energetic peer-pressure for students to set high expectations and thrive.
3. Teacher observation: The teacher observes students using the strategies articulated in http://vijay-managingelearning-test.weebly.com/teacher-observation.html and records the observations systematically in the observation check chart (http://vijay-managingelearning-test.weebly.com/teacher-observation.html).
Teacher observes
o Informal question and answer session.
o Informal discussion in the classroom.
o Checking whether students are following the processes and using the learning strategies and resources (e.g. graphic organisers) efficiently.
o Observe the students attitudes, perceptions, habits of mind, and confidence towards learning and solving mathematical problems.
o Walk around the classroom to ensure that students are writing down the information and taking notes effectively.
o Walk around the classroom to promote students on-task behaviour.
o Student’s engagement and participation in the class - through brainstorming and contributing ideas, and answering questions etc.
o Individual one-on-one discussion with students.
o Student’s involvement and volunteering to demonstrate a skill/procedure to the whole class.
o Students who take leadership roles and keen to assist other students who need help.
o Learner’s participation in the “Six Thinking Hats” group activity.
o Check student’s reflective journal or academic notes.
4. Quiz: Assess student’s knowledge, understanding and skills using an interactive quiz (http://vijay-managingelearning-test.weebly.com/quizzes.html).
5. Homework: Give homework to encourage and cater for students with mixed abilities and learning needs (Appendix 1). Give homework (O'Donnell, Dobozy, Bartlett, Bryer, Reeve, & Smith, 2011, p. 69)
o based on concepts taught in the class
o based on alternative methodologies students need to research and explore
o that expands and extends beyond classroom learning (e.g. interesting and meaningful real-world examples and case studies)
6. Forced-choice questions: Students are expected to complete Forced-choice questions (Appendix 2).
7. Short-answer questions: Students are asked to describe the step-by-step process of solving simple interest and right-angled triangle problems (Appendix 3). Students are expected to explain each question in simple English sentences and show the process of identifying the appropriate mathematical concepts, transforming questions (words) into mathematical formulas, applying the formulas systematically by substituting the given values and determine the final result (unknown values).
Concluding each lesson / student reflection: Provide opportunities for learners to reflect on the learning process using the student reflection tools http://vijay-managingelearning-test.weebly.com/student-reflection-tools.html
Grade sheet: Record all the assessment results and the teacher observations in the grade sheet (http://vijay-managingelearning-test.weebly.com/grade-sheet-and-check-chart.html). Use this grade sheet to inform students about their progress, communicate with parents (in the parent-teacher interviews/emails) and write comments in the formal progress report at the end of the term.
Addressing the diverse needs and abilities of all the students for completing the formative assessment:
Learning outcomes assessed to provide regular feedback:
Summative assessment: Modelling and problem-solving task
At the end of the semester, students will go through a closed book written exam which includes solving simple and compound interest problems methodically and explaining the solutions in meaningful English texts.
General Capabilities: The teaching and learning strategies embraced for students to develop the general capabilities required for this unit of work are articulated in http://vijay-managingelearning-test.weebly.com/general-capabilities.html
Task description:
The purpose of the assessment task (see Appendix 4) is to evaluate student’s learning on their abilities to apply their knowledge and understanding in solving financial mathematical questions, right-angled triangle problems and statistical data analysis and hence meet the year 9 achievement standards relevant to the unit of work. The assessment task requires students to demonstrate strong literacy, numeracy, ICT, critical and creative thinking and higher-order thinking, problem-solving and communication skills.
Students are expected to solve all the problems methodically by illustrating step-by-step instructions and explain the solutions in general terms. Students are encouraged to present a comprehensive algorithm that represents the process of solving each word problem. This task is supposed to be completed in student's own time.
Assessment type: Unsupervised Individual work
Format: The presentation format can be hand written, typed, video, wiki page (learning resource) or a web podcast. This should be supported by the appropriate use of graphics, diagrams, flowcharts, graphic organisers, algorithms and calculations.
Length: No word limit
Resources required: Laptop, internet, scientific calculator, set textbook and learning materials provided by the teacher.
Addressing the diverse needs and abilities of all the students for completing the summative assessment task:
Incorporate the following five inclusive strategies to cater for varied needs and abilities of all the students.
Scaffolding and feedback:
Learning partnerships and communities of practice:
The teacher will facilitate an assignment discussion forum for students to discuss with peers and share their ideas.
Making Judgments:
Understanding and Fluency:
Problem solving and Reasoning:
Diagnostic assessment:
The assessment task (see http://vijay-managingelearning-test.weebly.com/diagnostic-test.html) is designed to assess student’s prior knowledge on trigonometric ratios. The assessment provides information about student’s needs, strengths and weaknesses. The teacher uses this information to prepare student-centred learning experiences appropriate for the cohort.
Make Judgments:
Student’s knowledge, understanding and application of trigonometric models.
Formative assessment:
The formative assessment task (see http://vijay-managingelearning-test.weebly.com/quizzes.html) is intended to provide an exciting learning opportunity for encouraging all the students to learn the concepts thoroughly and solve the problems systematically. The purpose of the assessment task is to facilitate students to develop critical and creative thinking, higher-order thinking, problem-solving skills and self-confidence and further develop the attributes of lifelong learning.
Length: No word limit
Resources required: Laptop, internet, scientific calculator, set textbook and learning materials provided by the teacher.
The formative assessment task is divided into 7 assessment techniques.
1. Student's self-assessment: Students are asked to assess their strengths, weaknesses, opportunities and threats by using the checklist provided by the teacher. This assessment type is supposed to empower students to take responsibility for their own learning (http://vijay-managingelearning-test.weebly.com/self-assessment.html).
2. Peer-assessment: The assessment will be carried out by peers to provide an opportunity for students to internalise the characteristics of high quality work by evaluating each other’s work. This provides positive and energetic peer-pressure for students to set high expectations and thrive.
3. Teacher observation: The teacher observes students using the strategies articulated in http://vijay-managingelearning-test.weebly.com/teacher-observation.html and records the observations systematically in the observation check chart (http://vijay-managingelearning-test.weebly.com/teacher-observation.html).
Teacher observes
o Informal question and answer session.
o Informal discussion in the classroom.
o Checking whether students are following the processes and using the learning strategies and resources (e.g. graphic organisers) efficiently.
o Observe the students attitudes, perceptions, habits of mind, and confidence towards learning and solving mathematical problems.
o Walk around the classroom to ensure that students are writing down the information and taking notes effectively.
o Walk around the classroom to promote students on-task behaviour.
o Student’s engagement and participation in the class - through brainstorming and contributing ideas, and answering questions etc.
o Individual one-on-one discussion with students.
o Student’s involvement and volunteering to demonstrate a skill/procedure to the whole class.
o Students who take leadership roles and keen to assist other students who need help.
o Learner’s participation in the “Six Thinking Hats” group activity.
o Check student’s reflective journal or academic notes.
4. Quiz: Assess student’s knowledge, understanding and skills using an interactive quiz (http://vijay-managingelearning-test.weebly.com/quizzes.html).
5. Homework: Give homework to encourage and cater for students with mixed abilities and learning needs (Appendix 1). Give homework (O'Donnell, Dobozy, Bartlett, Bryer, Reeve, & Smith, 2011, p. 69)
o based on concepts taught in the class
o based on alternative methodologies students need to research and explore
o that expands and extends beyond classroom learning (e.g. interesting and meaningful real-world examples and case studies)
6. Forced-choice questions: Students are expected to complete Forced-choice questions (Appendix 2).
7. Short-answer questions: Students are asked to describe the step-by-step process of solving simple interest and right-angled triangle problems (Appendix 3). Students are expected to explain each question in simple English sentences and show the process of identifying the appropriate mathematical concepts, transforming questions (words) into mathematical formulas, applying the formulas systematically by substituting the given values and determine the final result (unknown values).
Concluding each lesson / student reflection: Provide opportunities for learners to reflect on the learning process using the student reflection tools http://vijay-managingelearning-test.weebly.com/student-reflection-tools.html
Grade sheet: Record all the assessment results and the teacher observations in the grade sheet (http://vijay-managingelearning-test.weebly.com/grade-sheet-and-check-chart.html). Use this grade sheet to inform students about their progress, communicate with parents (in the parent-teacher interviews/emails) and write comments in the formal progress report at the end of the term.
Addressing the diverse needs and abilities of all the students for completing the formative assessment:
- Students are allowed to take the help of peers in the classroom (without disturbing others)
- Students with special learning needs (e.g. ADHD, Autism and ESL) are given extra time to complete the tasks.
- Assist them develop effective study skills.
- The teacher will scaffold students to categorise the tasks and break the tasks into smaller chunks.
- Help students to progress from easy to more difficult, familiar to unfamiliar, routine to non-routine tasks (QSA, 2012).
- Provide stimulating cues, prompts and directions for students to complete tasks efficiently (QSA, 2012).
- Make students believe that “Success builds on success”.
Learning outcomes assessed to provide regular feedback:
- Knowledge and understanding of simple interest concepts and applying the financial mathematical theory in real-life situations
- Knowledge and understanding of Trigonometry and applying the trigonometric models to solve right-angled triangle problems
- Higher-order thinking and Problem-solving skills
- General Capabilities (Literacy, numeracy, critical and creative thinking, ICT capability and personal and social capability)
- Cross-curriculum priorities: Evaluate student’s knowledge on Australia’s engagement with Asia
- Students attitudes and perceptions towards school and learning tasks (DOL 1)
- Students habits of mind towards continuous learning (DOL 5)
Summative assessment: Modelling and problem-solving task
At the end of the semester, students will go through a closed book written exam which includes solving simple and compound interest problems methodically and explaining the solutions in meaningful English texts.
General Capabilities: The teaching and learning strategies embraced for students to develop the general capabilities required for this unit of work are articulated in http://vijay-managingelearning-test.weebly.com/general-capabilities.html
Task description:
The purpose of the assessment task (see Appendix 4) is to evaluate student’s learning on their abilities to apply their knowledge and understanding in solving financial mathematical questions, right-angled triangle problems and statistical data analysis and hence meet the year 9 achievement standards relevant to the unit of work. The assessment task requires students to demonstrate strong literacy, numeracy, ICT, critical and creative thinking and higher-order thinking, problem-solving and communication skills.
Students are expected to solve all the problems methodically by illustrating step-by-step instructions and explain the solutions in general terms. Students are encouraged to present a comprehensive algorithm that represents the process of solving each word problem. This task is supposed to be completed in student's own time.
Assessment type: Unsupervised Individual work
Format: The presentation format can be hand written, typed, video, wiki page (learning resource) or a web podcast. This should be supported by the appropriate use of graphics, diagrams, flowcharts, graphic organisers, algorithms and calculations.
Length: No word limit
Resources required: Laptop, internet, scientific calculator, set textbook and learning materials provided by the teacher.
Addressing the diverse needs and abilities of all the students for completing the summative assessment task:
Incorporate the following five inclusive strategies to cater for varied needs and abilities of all the students.
- Timing inclusive strategy: Students with special learning needs (e.g. ADHD, Autism and ESL) are allowed to take one week additional time to submit the assignment.
- Scheduling inclusive strategy: Make adjustments to the order of sessions by allowing student’s (who lack confidence in solving mathematical problems or who has difficulty understanding mathematical problems) to start an assessment with a section that engages the student or the topic student finds it easier to complete. Make adjustments to the number of sessions to allow students to submit the assessment task in smaller chunks.
- Setting inclusive strategy: Make adjustments to the location and placement for reducing distractions, minimise background noise and reduce anxiety of the student. Allow students (who lack confidence) to sit closer to the teacher when they are engaged in solving complex problems.
- Presentation inclusive strategy: Make adjustments to the presentation of the assessment task by categorising and highlighting key words in meaningful colours.
- Response inclusive strategy: Allow students to submit assignments in hand written, typed, video, wiki page or a web podcast to cater for all the students learning preferences.
Scaffolding and feedback:
- Provide opportunities for students to learn the targeted content, and review and consolidate the content that students may not have engaged recently (QSA, 2012).
- The teacher will explain the assignment questions by rephrasing and summarising the sentences to make it easier for all the students to understand the problems.
- Provide learning experiences that support the format of the assessment and modelling the assessment technique where possible without rehearsal of the actual assessment (QSA, 2012).
- Students are allowed to submit the draft assignment to receive constructive feedback.
Learning partnerships and communities of practice:
The teacher will facilitate an assignment discussion forum for students to discuss with peers and share their ideas.
Making Judgments:
Understanding and Fluency:
- Connection and description of mathematical understandings involving simple interest, trigonometric ratios and exploring techniques for collecting data from different sources.
- Recall and use of facts, definitions, technologies and procedures to solve simple interest problems, trigonometric ratios and interpreting and representing data involving at least one numerical and one categorical variable.
- Use of mathematical language, conventions and symbols related to financial mathematics, trigonometry, Pythagoras’ Theorem and representation of statistical data.
Problem solving and Reasoning:
- Application of problem-solving strategies to find unknown sides of right-angled triangles.
- Mathematical modelling and representation of trigonometric paradigms.
- Results and conclusions of investigations and inquiries related to everyday statistical questions.
- Discussion of mathematical thinking, choices and strategies used to apply the concepts of trigonometry for solving right-angled triangle problems.
- Seeking accuracy in checking answers and logical justification of the reasonableness of answers.