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Assessing Maths Lit Exams

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Maggie Verster
Maggie Verster

The document provides guidance for setting mathematics assessment questions for Grade 12 in South Africa. It outlines the learning outcomes that must be assessed and their weightings. It provides details on the structure of the 2 assessment papers, including the number and type of questions, cognitive levels, and allocation of marks to learning outcomes. Contexts for questions are discussed, including ensuring they relate to learners and don't distract from the mathematics. Formatting requirements and areas of mathematics not to be assessed are also summarized. Attendees are then instructed to work in groups to design a sample multi-step question within a provided context.

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Jackie Scheiber RADMASTE Centre Wits University
LEARNING OUTCOMES LO1 LO3 LO2 Numbers Space, LO4 Functional and Shape and Data Relation- Operations Measure- Handling ships in Context ment % of each paper allocated to 25% 賊 5% 25% 賊 5% 25% 賊 5% 25% 賊 5% each LO RADMASTE Centre, University of the Witwatersrand 2
Make sure you are teaching the CORE Assessment Standards page 7 to page 15 in the Exam Guidelines No trig No linear programming No algebra Must teach tree diagrams and 2-way contingency tables RADMASTE Centre, University of the Witwatersrand 3
TABLES Tables that show Functional Relationships - LO2. All other tables - LO4. CONVERSIONS Money conversions fall under LO1 Conversions of measurements fall under LO3 RADMASTE Centre, University of the Witwatersrand 4
Each question should be set on a different context. Each context should contain questions from at least two different LOs Contexts should not interfere with the mathematics or detract from the mathematics As far as possible, contexts should be relevant to the learners RADMASTE Centre, University of the Witwatersrand 5
Where necessary, diagrams and explanations of terms should be provided in order to make each context clear to the learners Language should be simple and sentences should be short. Where possible, the present tense should be used when describing the context. RADMASTE Centre, University of the Witwatersrand 6
A basic knowing and routine applications paper that consists of between 5 and 8 shorter questions Each question should be set on a separate context Each context should contain questions from at least 2 different Learning Outcomes. Approximately 25% of marks from each Learning Outcome RADMASTE Centre, University of the Witwatersrand 7
Question 1 basic calculations and simple context questions Question 2 simple short context questions divided into sub-questions. RADMASTE Centre, University of the Witwatersrand 8
An applications, reasoning and reflecting paper Consists of between 4 and 6 longer questions Questions require more interpretation and application than Paper 1. RADMASTE Centre, University of the Witwatersrand 9
Approximately 25% of the marks allocated to each Learning Outcome Each question is set on a different context Each context should contain questions from at least two different Learning Outcomes RADMASTE Centre, University of the Witwatersrand 10
Assessment should be pitched at different levels of cognitive demand. LEVEL 1 Knowing LEVEL 2 Applying routine procedures in familiar contexts LEVEL 3 Applying multi-step procedures in a variety of contexts RADMASTE Centre, University of the Witwatersrand 11
This means that At one end of the spectrum there should be tasks that require the learners to reproduce facts (knowing). At the other end of the spectrum there should be tasks that require the learners to analyse and explain their conclusions, and use varied and complex methods and approaches (reasoning and reflecting) RADMASTE Centre, University of the Witwatersrand 12
Grade 12 The 4 levels of the ML Assessment Taxonomy Overall Paper 1 Paper 2 allocation 60% 賊 5% Level 1: Knowing ~ 90 30% 賊 5% marks Level 2: Applying routine 40% 賊 5% 20% 賊 5% procedures in familiar ~ 60 ~ 30 30% 賊 5% contexts marks marks Level 3: Applying multi- 40% 賊 5% step procedures in a ~ 60 20% 賊 5% variety of contexts marks 40% 賊 5% Level 4: Reasoning and ~ 60 20% 賊 5% reflecting marks RADMASTE Centre, University of the Witwatersrand 13
Make sure you are aware of the suggested interpretation of the Taxonomy Levels page 16 to page 20 in the Exam Guidelines RADMASTE Centre, University of the Witwatersrand 14
1. Get into small groups 2. Look at the resources/context sheets and decide which context your group is going to work on 3. Taking all the technical requirements into account, design ONE question of between 10 and 20 marks using your context 4. Write your question on the flip chart paper 5. Indicate the LOs covered and the taxonomy RADMASTE Centre, University of the levels of each sub-question. Witwatersrand 15

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Assessing Maths Lit Exams

  • 2. LEARNING OUTCOMES LO1 LO3 LO2 Numbers Space, LO4 Functional and Shape and Data Relation- Operations Measure- Handling ships in Context ment % of each paper allocated to 25% 賊 5% 25% 賊 5% 25% 賊 5% 25% 賊 5% each LO RADMASTE Centre, University of the Witwatersrand 2
  • 3. Make sure you are teaching the CORE Assessment Standards page 7 to page 15 in the Exam Guidelines No trig No linear programming No algebra Must teach tree diagrams and 2-way contingency tables RADMASTE Centre, University of the Witwatersrand 3
  • 4. TABLES Tables that show Functional Relationships - LO2. All other tables - LO4. CONVERSIONS Money conversions fall under LO1 Conversions of measurements fall under LO3 RADMASTE Centre, University of the Witwatersrand 4
  • 5. Each question should be set on a different context. Each context should contain questions from at least two different LOs Contexts should not interfere with the mathematics or detract from the mathematics As far as possible, contexts should be relevant to the learners RADMASTE Centre, University of the Witwatersrand 5
  • 6. Where necessary, diagrams and explanations of terms should be provided in order to make each context clear to the learners Language should be simple and sentences should be short. Where possible, the present tense should be used when describing the context. RADMASTE Centre, University of the Witwatersrand 6
  • 7. A basic knowing and routine applications paper that consists of between 5 and 8 shorter questions Each question should be set on a separate context Each context should contain questions from at least 2 different Learning Outcomes. Approximately 25% of marks from each Learning Outcome RADMASTE Centre, University of the Witwatersrand 7
  • 8. Question 1 basic calculations and simple context questions Question 2 simple short context questions divided into sub-questions. RADMASTE Centre, University of the Witwatersrand 8
  • 9. An applications, reasoning and reflecting paper Consists of between 4 and 6 longer questions Questions require more interpretation and application than Paper 1. RADMASTE Centre, University of the Witwatersrand 9
  • 10. Approximately 25% of the marks allocated to each Learning Outcome Each question is set on a different context Each context should contain questions from at least two different Learning Outcomes RADMASTE Centre, University of the Witwatersrand 10
  • 11. Assessment should be pitched at different levels of cognitive demand. LEVEL 1 Knowing LEVEL 2 Applying routine procedures in familiar contexts LEVEL 3 Applying multi-step procedures in a variety of contexts RADMASTE Centre, University of the Witwatersrand 11
  • 12. This means that At one end of the spectrum there should be tasks that require the learners to reproduce facts (knowing). At the other end of the spectrum there should be tasks that require the learners to analyse and explain their conclusions, and use varied and complex methods and approaches (reasoning and reflecting) RADMASTE Centre, University of the Witwatersrand 12
  • 13. Grade 12 The 4 levels of the ML Assessment Taxonomy Overall Paper 1 Paper 2 allocation 60% 賊 5% Level 1: Knowing ~ 90 30% 賊 5% marks Level 2: Applying routine 40% 賊 5% 20% 賊 5% procedures in familiar ~ 60 ~ 30 30% 賊 5% contexts marks marks Level 3: Applying multi- 40% 賊 5% step procedures in a ~ 60 20% 賊 5% variety of contexts marks 40% 賊 5% Level 4: Reasoning and ~ 60 20% 賊 5% reflecting marks RADMASTE Centre, University of the Witwatersrand 13
  • 14. Make sure you are aware of the suggested interpretation of the Taxonomy Levels page 16 to page 20 in the Exam Guidelines RADMASTE Centre, University of the Witwatersrand 14
  • 15. 1. Get into small groups 2. Look at the resources/context sheets and decide which context your group is going to work on 3. Taking all the technical requirements into account, design ONE question of between 10 and 20 marks using your context 4. Write your question on the flip chart paper 5. Indicate the LOs covered and the taxonomy RADMASTE Centre, University of the levels of each sub-question. Witwatersrand 15