IMPLEMENTATION OF ASSESSMENT STRATEGY

TABLE 1: Sum m ary of Assessm ent Task and Criteria

ASSESSMENT
TASK

TYPE OF
ASSESSMENT

WHEN WILL
ASSESSMENT
TAKE PLACE?

LINKS TO
CURRICULUM

MATHEMATI
CPATTERNS
FORMATIVE
ASSESSMENT

The
assessment
will be in the
form of a
formative
method that
will have
students
choosing
alternating
cartoon
picture sets
to model a
pattern on a
worksheet.

The formative
assessment will
take place
towards the end
of the
introductory
lesson on the
topic.

The assessment
directly links to
the Victorian
Curriculum
standard for
Foundation on
Patterns
(VCMNA076)
and correlates
with the
learning
intentions of the
lesson
sequence;
Students will
learn to create,
describe and
extend patterns
using materials
and drawings.

Students
who are
advanced
may choose
3 or 4 of the
picture sets
to form a
pattern. The
test will
determine if
students
understand
the concept
of patterns
are things
that repeat
themselves
and never
change
after the
introductory
lesson.

The assessment
will be used to
clarify students
understanding
of the topic and
how well
learning
objectives are
being met.

ASSESSMENT
CRITERIA

The topic
will be
assessed
against a
marking
rubric
(Appendix
2).
Students will
be assessed
based on
creating and
describing
their pattern,
identifying
the part of
the pattern
that repeats,
ability to
extend their
pattern and
use of
language in
understandin
g what
patterns are.

FEEDBACK
TO
STUDENTS

Feedback
will be
presented to
students as
a:
- Written
comment in
their
workbooks
- Informal
Teacher/
Student
conference
Verbal
feedback in
the form of
an informal
conference
has a more
positive
impact on
their
learning.
They are
able to
understand
how well
they went
and what
improvemen
ts needs to
be made.

ASSESSMENT
SUPPORT
MATERIAL

Support
materials to
conduct
assessment:
- Marking
Rubric
with
attached
area to
record
Student
names
-

Student
assessme
nt
spreadsh
eet

(Appendix
2)

Whole Class Assessment Data

TABLE 2: Sum m ary of class results for assessm ent strategy

Feedback on Assessment Work

WORK SAMPLE ONE:

Student 1s assessment shows

evidence of learning and the use of
an extension in the activity to
encourage the use of more than
two pictures. The assessment
identified her capability to create
more than just the required
alternating pattern, however
became confused when more than
3 pictures were required to make
the pattern.

WORK SAMPLE TWO:

Student 2s assessment shows the

ability to make the alternating
pattern without difficulty or
assistance. Upon further
observation of her work and
without prompting she was also
able to identify the pattern made in
the heading using colours.

WORK SAMPLE THREE:

Student 3 had

difficulties creating
her pattern and needed assistance
to further understand the
alternating placement of the
pictures. During assistance she was
able to create her pattern but was
not able to describe it.