1. Assessment ModellingTasks LessonsAssessment Reflecting

2. Assessment ModellingTasks LessonsAssessment Reflecting Summative

3. Assessment 3 SummativeFormativeFeedback To consider how:  learners progress in developing modelling competencies  to assess learners’ modelling Objectives

4. Assessment 4 SummativeFormativeFeedback You will devise a set of criteria which you can use to judge learners’ solutions to modelling tasks Outcomes

5. Assessment 5 SummativeFormativeFeedback In the UK more than 1.8 million people signed an electronic petition asking ministers to scrap plans for road charging. Would it have been more news worthy to have delivered the signatures on paper? In Spain a petition of 4 million signatures was delivered to the government in 10 vans. All Spanish newspaper published pictures with the big boxes and the vans needed to transport the sheets of paper to the congress. Task

6. Assessment 6 SummativeFormativeFeedback Individually: Look at the solutions of your students. What makes a good solution? What makes a solution not so good? Pairs: Rank the solutions in order from not so good to good. In groups: Draw up a list of aspects of the students’ work that you would consider important when assessing it. Can you organise this into groups? Activity 1

7. Assessment 7 SummativeFormativeFeedback

8. Assessment 8 SummativeFormativeFeedback

9. Assessment 9 SummativeFormativeFeedback  Identify which of your criteria are task specific (if any) and which might apply to any task Activity 2

10. Assessment 10 SummativeFormativeFeedback Modelling cycle – assessing students’ work “Real world” “Mathematical world” 1 2 3 4 5 5 Real-world problem Mathematical Problem Mathematical solution Real solution

11. Assessment 11 SummativeFormativeFeedback Reporting the work “Real world” “Mathematical world” 1 2 3 4 5 5 Real-world problem Mathematical Problem Mathematical solution Real solution Validation & reflection Setting up the model Working accurately Interpretation

12. Assessment 12 SummativeFormativeFeedback 12341234 Setting up a model Working accurately InterpretingValidating & reflecting Reporting

13. Assessment 13 SummativeFormativeFeedback In groups: Use the key headings to devise criteria at 4 levels increasing of sophistication. Activity 3

14. Assessment 14 SummativeFormativeFeedback 12341234 Students require support to simplify the situation Setting up a model Students make good decisions that allow them to simplify a complex situation

15. Assessment 15 SummativeFormativeFeedback 12341234 Students require support to simplify the situation Setting up a model Students make good decisions that allow them to simplify a complex situation Students can find and use some necessary information to simplify parts of a complex situation. Students can use a range of information to simplify a situation.

16. Assessment 16 SummativeFormativeFeedback 12341234 Students require support to simplify the situation Students can find and use some necessary information to simplify parts of a complex situation. Students can use a range of information to simplify a situation. Students need help in deciding on the mathematics & do not always work accurately Students have difficulty and require a lot of support in interpreting the situation Students do not reflect on the validity of their model With support students (eg by being asked appropriate questions) are able to interpret the situation Students are able to solve the task independently using correct mathematics but not all results are correct Students are aware of the validity of some but not all aspects of their model Setting up a model Working accurately InterpretingValidating & reflecting Reporting Students are not independently able to report their work satisfactorily Students use mathematical language and symbols accurately Students can identify the mathematics to use and solve parts of the problem but not always accurately Students are able to interpret the situation, but not in depth Students interpret the situation thoroughly and in depth Students reflect critically about many aspects of their model understanding its limitations Students have a good critical understanding of the validity and limitations of their model Possible progression in assessment criteria Students make good decisions that allow them to simplify a complex situation With support and guidance students are able to produce a satisfactory report of their work Students can independently produce a good account of their work Students produce a comprehensive report of their work

17. Assessment 17 SummativeFormativeFeedback Use your assessment grid to assess a student’s work. Work in pairs with work that you have brought to the session. Each marks one student’s work and then exchanges with the other. When you have each marked the two pieces of work discuss your findings. Try to agree with each other. Repeat the process Activity 4

18. Assessment 18 SummativeFormativeFeedback What issues have emerged when assessing the modelling work of students? How will you assess students’ modelling in your classroom / school? How do we give a grade / mark? Can we use our assessment grids to support both formative and summative assessment? Discussion

19. Assessment 19 SummativeFormativeFeedback To consider how:  learners progress in developing modelling competencies  you to assess learners’ modelling Objectives

20. Assessment 20 SummativeFormativeFeedback You will devise a set of criteria which you can use to judge learners’ solutions to modelling tasks Outcomes

21. Assessment 21 SummativeFormativeFeedback Don’t forget to use your teacher diary to reflect on this session. Use this to consider issues relating to how you will assess students’ work and how you will give feedback to students. Teacher diaries

22. Assessment 22 SummativeFormativeFeedback Task 2 How long does it take to wash the windows of a tall building? Before this module you will have…….. used one of these tasks with a group of your students :

23. Assessment 23 SummativeFormativeFeedback In the UK more than 1.8 million people signed an electronic petition asking ministers to scrap plans for road charging. Would it have been more news worthy to have delivered the signatures on paper? In Spain a petition of 4 million signatures was delivered to the government in 10 vans. All Spanish newspaper published pictures with the big boxes and the vans needed to transport the sheets of paper to the congress. Task

24. Assessment 24 SummativeFormativeFeedback Task 3 How long does it take to evacuate a building? Before this module you will have…….. used one of these tasks with a group of your students :