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* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Yes No DOES THE DAMN THING WORK? Yes LIAR DID YOU DESIGN IT? No YOU IDIOT DOES ANYONE KNOW? Yes Yes OH NO No No ARE YOU GOING TO BE IN TROUBLE? CAN YOU BLAME SOMEONE ELSE? NO PROBLEMS Yes No What are the fundamental themes in the AO’s that our students need to learn? How can the themes be linked from course to course and year to year? Pathways Engagement, relevance and usefulness of units of work Workload for teachers and teacher “buy in” Assessment Endorsements 91026: Apply numeric reasoning in solving problems • • • • • • Linear proportions Primes, multiples, factors, powers Fractions, decimals, percentages, integers and conversions Standard form, sig figs, rounding, decimal place value Integer and fractional powers Rates 91027: Apply algebraic procedures in solving problems • • • 91028: Investigate relationships between tables, equations and graphs 91031: Apply geometric reasoning in solving problems Generalise • Optimal solutions • Angles • operations using numerical intersecting with fraction approaches lines, parallel sand integers • Solve linear lines, polygons Generalise equations , • Similar shapes, operations inequations, proportional • with rational quadratic, simple reasoning numbers and exponential • Trigonometric • exponents equations and ratios and Form and solve simultaneous Pythagorus’ linear equations with two theorem in • equations , unknowns two inequations, • Relate graphs, dimensions quadratic, tables, equations to • Angle simple relationship properties exponential • Relate rate of related to equations and change to gradient circles simultaneous Actively look to reduce assessment equations with If standards unsuitable/unworkable do not assess two unknowns Student performance National/Decile 9 91037: Demonstrate understanding of chance and data Evaluate statistical investigations or probability activities Calculate probabilities Evaluate statistical reports Investigate situations involving elements of chance 20 91026: Apply numeric reasoning in solving problems • • • • • • Linear proportions Primes, multiples, factors, powers Fractions, decimals, percentages, integers and conversions Standard form, sig figs, rounding, decimal place value Integer and fractional powers Rates 91029: Apply linear algebra in solving problems • • • • Form and solve linear equations • Solve linear equations and • inequations and simultaneous equations Relate graphs, • tables and equations to linear relationships Relate rate of change to the gradient 20 • 91032: Apply right-angled triangles in solving measurement problems 91033: Apply knowledge of geometric representations in solving problems: Construct and describe loci Points and lines on coordinate planes, scale and bearings on maps Nets for polyhedra, connecting three dimensional solids with different representations Coordinate plane or map to show points in common or loci • • • • Use trigonometric ratios and Pythagorus’ theorem Similar shapes and proportional reasoning Select and use appropriate metric units for length and area Measure at an appropriate level of precision 91038: Investigate a situation involving elements of chance • • Compare and describe variation between theoretical and experimental distributions in situations involving chance Investigate situations that involve elements of chance 91031: Apply geometric reasoning in solving problems 91257: Apply graphical methods in solving problems 91257: Apply graphical methods in solving problems 91261: Apply algebraic methods in solving problems 91256: Apply co-ordinate geometry methods in solving problems 91262: Apply calculus methods in solving problems 91258: Apply sequences and series in solving problems 91261: Apply probability methods in solving problems 91259: Apply trigonometric relationships in solving problems 91260: Apply network methods in solving problems 17 17 - 19 91268: Investigate a situation involving elements of chance using a simulation 91260: Apply network methods in solving problems 91261: Apply probability methods in solving PLD through first term on new approach to graphs problems 12MTA course just finished single internal, remainder of year to focus on teaching and learning in depth not rushing for assessments 13STA 11MTA 12MTA 13CAL 11MTN 12MTN ? Problem – whilst standards we chose matched, assessment tasks provided on TKI did not. So we have had to look at developing our own tasks and there has been a lot of debate around this. Our tasks needed to reflect the teaching and learning that had occurred in the units, students should be given the best possible opportunity to showcase their learning of the AO’s the course had emphasized. Andy Begg on rich learning activities ASSESSMENT • Sound assessment tasks are vitally important and whilst there is a huge body of research around principles underpinning design of tasks, there is no one ‘style’ of task that is more valid than others across all situations. • Teachers/MU holders who feel confident in interpreting the standards should feel empowered to try to write tasks and get constructive feedback about the tasks from as many sources as possible (colleagues, moderators, Team Solutions etc) • Moderators do not hold a monopoly on the style of assessment in regard to the SOLO framework. Whilst their judgements about style are valid in contexts specific for themselves, they cannot make ‘value’ judgements about the style of tasks others have written. Their feedback should only be in regard to the standard itself not the style of presentation of the problem. There are many similarities between the Bloom and SOLO taxonomies. It is necessary when using both taxonomies to know the context of learning, and it is expected that the questions asked follow from some form of instruction or prior exposure to the information required. There is also the premise that the concepts in the instruction are hierarchical. There are also fundamental differences between the Bloom and SOLO taxonomies. The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited(see Schrag, 1989), whereas in the SOLO taxonomy both the questions and the answers can be at differing levels. Whereas Bloom separates 'knowledge' from the intellectual abilities or process that operate on this 'knowledge' (Furst, 1981), the SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Knowledge, therefore, permeates across all levels of the SOLO taxonomy. Hattie, J. & Purdie, N. (1998) The Solo model: Addressing fundamental measurement issues. In Dart, B. & Boulton-Lewis, G. M. (Eds.) Teaching and learning in higher education. Camberwell, Vic, Australian Council of Educational Research. Hattie, J.A.C. & Brown, G. T. L. (2004). Cognitive processes in assessment items: SOLO taxonomy (Tech. Rep. No. 43). Auckland, NZ: University of Auckland, Project asTTle.