snr_maths_c_08_as_emps_1209 - Mathematics C 2008 Sample...

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Mathematics C 2008 Sample assessment instrument and student responses Extended Modelling and Problem Solving Task 2 December 2009
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2 | Mathematics C 2008 ______________________________________________________________________________ Purposes of assessment 1 The purposes of assessment are to: promote, assist and improve student learning inform programs of teaching and learning provide information for those people — students, parents, teachers — who need to know about the progress and achievements of individual students to help them achieve to the best of their abilities provide information for the issuing of certificates of achievement provide information to those people who need to know how well groups of students are achieving (school authorities, the State Minister for Education and Training and the Arts, the Federal Minister for Education). It is common practice to label assessment as being formative, diagnostic or summative, according to the major purpose of the assessment. The major purpose of formative assessment is to help students attain higher levels of performance. The major purpose of diagnostic assessment is to determine the nature of students’ learning, and then provide the appropriate feedback or intervention. The major purpose of summative assessment is to indicate the achievement status or standards achieved by students at a particular point in their schooling. It is geared towards reporting and certification. Syllabus requirements Teachers should ensure that assessment instruments are consistent with the requirements, techniques and conditions of the Mathematics C syllabus and the implementation year 2008. Assessment instruments 2 High-quality assessment instruments 3 : have construct validity (the instruments actually assess what they were designed to assess) have face validity (they appear to assess what you believe they are intended to assess) give students clear and definite instructions are written in language suited to the reading capabilities of the students for whom the instruments are intended are clearly presented through appropriate choice of layout, cues, visual design, format and choice of words are used under clear, definite and specified conditions that are appropriate for all the students whose achievements are being assessed have clear criteria for making judgments about achievements (these criteria are shared with students before they are assessed) are used under conditions that allow optimal participation for all are inclusive of students’ diverse backgrounds allow students to demonstrate the breadth and depth of their achievements only involve the reproduction of gender, socioeconomic, ethnic or other cultural factors if careful consideration has determined that such reproduction is necessary. 1
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This note was uploaded on 09/27/2010 for the course 6511 5487 taught by Professor Chaohue during the Spring '10 term at Mackenzie.

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snr_maths_c_08_as_emps_1209 - Mathematics C 2008 Sample...

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