EDMA310_360 Evaluating Two Mathematics Assessment

Strategies

Evaluating Two Mathematics Assessment

Strategies
Annie Clayton
Australian Catholic University

Part 1: Fraction and Decimals (Rational Number)

Interview
Insights About A Students Mathematical Knowledge And
Any Misconceptions
This interview was completed with Charlotte, a year 6 student. Time
did not permit us to finish the interview, however Charlotte showed a
sound understanding of the relationships between decimals and
fractions, and was able to explain her thinking succinctly and
effectively. Charlotte answered the first six questions with ease, and
was able to work without pen and paper. Charlotte showed some
confusion when working out 1/3 of in question 4, however when she
moved on to part E. (1/2 of 1/3) she was able to see the relationship
between the two, and what the question was asking her to find. This
could mean that Charlotte is not forming visual mental representations
when working out these questions, and is instead relying on arithmetic
thinking. Charlotte also displayed some interesting thinking when
completing the find me a whole question; when completing part B,
she was attempting to work out how to make the blue shape equal two
rather than one. This uncovered a possible misconception about the
concept of whole that could be further explored. Her working out for
this question remained correct, despite misinterpreting the question,
and she successfully showed how to make 4/3 of a shape equal two.
Charlotte worked through the fraction pairs question quite well, and
was able to explain her reasoning for choosing the larger fraction of
each pair; she used preferred methods for the majority of the
questions, however she tended to favour residual thinking as a
strategy, which could lead to misconceptions and incorrect thinking. I
also believe that Charlotte may have been able to correctly answer
those questions she answered incorrectly if it had not been the end of
term; in her own words sorry if Im a bit all over the place, Im in my
own world because its nearly holidays. This was particularly evident in
her differing approaches to questions 12 and 15. In question 12
Charlotte incorrectly showed ten tenths as 10.1 and 27 tenths as 27.1
despite during the entire interview correctly naming decimals as

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fractions and completing question 15 with ease. When attempting

question 15, Charlotte identified a common misconception herself, and
said that if I wasnt switched on, Id think that the longer decimals
were automatically bigger, or that 0.9 is smaller than .10 because 10 is
bigger than 9. Charlotte also answered question 11 incorrectly,
however she was asked this question towards the end of the interview,
so she was not concentrating fully. It can be concluded that Charlotte
has a sound understanding of fractions and decimals, despite some
small misconceptions.

Annie Clayton S00128944

Critical Evaluation Usefulness Of The Fraction and Decimals

(Rational Number) Interview Strategy For Gaining
Knowledge About A Students Current Mathematical
Knowledge
This interview is a useful assessment tool that not only provides
teachers with an overview of each of their students understanding of
rational number, but also allows students to revise and strengthen their
understanding of the concepts tested. As such, this allows teachers to
effectively plan future learning opportunities. For example, when
conducting the interview with Charlotte, it became apparent that she
would benefit from revisiting the concept of whole, working on
multiplying fractions without using algorithms and using appropriate
strategies to compare fractions. There may also be room to discuss the
ideas of decimal density. By assessing student knowledge and
capability, teachers can move towards planning appropriate learning
opportunities that will be of an appropriate difficulty, and that address
and misconceptions that a student may have formed about a concept.
The interview strategy is also useful as it can be used as a review tool;
students may undertake the interview at the beginning and end of a
unit of work, or even at the beginning and end of the year if necessary,
to establish what they have learnt over a period of time. Not only does
this provide teachers with insight into student learning, but also allows
students to show their growth and feel a sense of accomplishment
knowing that they can showcase their more confident and sophisticated
thinking upon completion of a unit of work. As this is an individual
interview, teachers are able to tailor their planning to the diverse needs
of their learners based on interview results; this will assist in the
formation of collaborative working groups, or to help implement
strategies that will allow all students to experience success in thinking
about rational number, regardless of their abilities. It must be noted
however, that some students may feel stressed or under pressure to
impress when completing interviews such as this; this could lead to
results that are not a clear indication of a students knowledge.
Assuring students that the interview is just a way for the teacher to find
out how they think, and to de-emphasise the importance of getting
answers correct can alleviate this. Furthermore, these learning
opportunities can be enhanced through usage of technology and
concrete materials when appropriate. For example, as Charlotte had
some difficulty with multiplying fractions mentally, it may be beneficial
for her to return to more concrete and figural approaches to refresh her
thinking about the process. This strategy would also assist her in
comparing fractions; through use of Smartboard programs, or concrete
materials such as Cuisenaire rods, I believe Charlotte could enhance her
understanding of these concepts with ease.

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Part 2: Assessment Rubric for a Rational Number Open

Task
Annotated Work Sample That Demonstrates Full
Conceptual Understanding Of the Mathematics Involved In
The Task
Open Task 2
Complete a set of solutions for the following open task that demonstrates full
conceptual understanding of the mathematics involved in the task.

Your friend rolled 2 ten-sided dice (1-10) and used the numbers to
make a fraction. She made a fraction between

and . What could this

fraction be? Show a range of solutions (as many as possible),

Solutions:
including some creative examples.Reasoning (proof) for each solution:

Looking at all possible solutions: identifying the sample space

Justifying why some solutions are not possible

outcomes. Benchmarking (close to/equivalent
to 1)
Understanding of equivalence

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(Justification)

6/9 is also equivalent to 2/3

-Use of visual
representation to help
prove and justify that all
solutions have been
found. Shows that all
possible outcomes have
been tested.

Use of visual
representation also
helps to see the relative
size of fractions easily
and quickly, without the
need to do any
arithmetic processes.

Justification: 2/5 is just smaller than half, and

2/3 is just bigger than half, so all the possible
solutions will be relatively close to half as well.
(Using benchmarking to prove solutions)

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Rubric for Open Task

Goes
Beyond

Task
Accomplish
ed

Substantial
Progress

Some
Progress

Student correctly identifies all solutions (fractions that are between 2/5
and 2/3) that can be found by rolling two dice.
Student uses diagrams and/or words to justify solutions and prove that all
solutions have been found. Suitable visual representations include
fraction walls, fraction strips or number lines.
Student is able to use one method or strategy to find all solutions.
Strategies may include: use of residual thinking, benchmarking, and
finding equivalent fractions. If one method is used, student proves that
all solutions have been found without the need to use alternate methods.
Student is able to show understanding of equivalence by acknowledging
that 4/10 is equivalent to 2/5, and 6/9 and 4/6 are equivalent to 2/3. Does
not list these as solutions.
Student is able to clearly and effectively show conceptual understanding
through processes and justifications.
Student extends problem by testing other methods even if all solutions
are found, or by testing their method with other fractions.
Student identifies all solutions (fractions that are between 2/5 and 2/3)
that can be found by rolling two dice.
Student uses diagrams and/or words to justify solutions and prove that all
solutions have been found. Suitable visual representations include
fraction walls, fraction strips or number lines.
Uses multiple methods and strategies to find all solutions. Strategies may
include: residual thinking, benchmarking, and finding equivalent
fractions.
Student is able to show understanding of equivalence by acknowledging
that 4/10 is equivalent to 2/5, and 6/9 and 4/6 are equivalent to 2/3. Does
not list these as solutions.
Student shows conceptual understanding through processes and
justifications.
Student identifies most solutions (fractions that are between 2/5 and 2/3)
that can be found by rolling two dice.
Student attempts to use diagrams and/or words to justify solutions and
prove that solutions are correct. Suitable visual representations include
fraction walls, fraction strips or number lines.
Student attempts to use multiple methods and strategies to find
solutions. Strategies may include: residual thinking, benchmarking, and
finding equivalent fractions.
Student recognises that 4/10 is equivalent to 2/5, and that 6/9 and 4/6
are equivalent to 2/3. Does not list these as solutions.
Student shows instrumental/learnt understanding through processes and
justifications. Yet to develop and display relational/conceptual
understanding.
Student identifies some solutions (fractions that are between 2/5 and 2/3)
that can be found by rolling two dice.
Student uses inefficient methods to find solutions. Inefficient methods
may include attempting to compare denominators or trying to find
common denominators and failing to realise that 15ths are an invalid
solution.

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Little
Progress

Student does not attempt to use multiple strategies to find solutions.

Student lists 4/10, 6/9 and 4/6 as solutions. Does not acknowledge that
these fractions are equivalent 2/5 and 2/3.
Student is unable to, or unsuccessfully justifies reasoning that all
solutions have been found.
Student shows some understanding of task.
Student does not use appropriate strategies to find solutions, or is unable
to find multiple solutions (e.g. only finds 2/4 as an answer)
Student does not notice equivalent fractions (4/10, 6/9. 4/6)
Student does not attempt to use multiple strategies.
Student makes little or no attempt to justify their responses.
Student shows little to no understanding of task.

Critical Evaluation Of The Usefulness Of Open Tasks For

Gaining Knowledge About Students Current Mathematical
Knowledge
Open tasks are a way of assessing student work that removes the
stress and anxiety related to performance that many students may
experience when completing traditional forms of assessment or
standardised testing. For example, if a student is prone to feeling
stressed and distracted while completing a timed and monitored form
of assessment, they are possibly more likely to show the full spectrum
of their knowledge in a less confronting form of assessment, such as a
open ended task. If students have an extended amount of time and are
allowed to approach the task in whichever way they see fit, they are
more likely to show a true representation of their conceptual
knowledge. In addition, by setting an open task, teachers are allowing
their students to interpret a question in a number of ways; this may
lead to the discovery of misconceptions formed by students that may
not have been revealed in a traditional closed task where students are
completing worksheets or similar activities. Open tasks require students
to apply their knowledge rather than recall it, which allows teachers to
assess the level of student understanding, and establish whether
students are thinking concretely, abstractly, through figural or
numerical representations, and whether they have moved to a level of
conceptual understanding as opposed to a more superficial and
procedural level of understanding. Open tasks also allow students to
extend and deepen their knowledge through exploration of a number of
different strategies and approaches to help them find solutions. In
addition, open tasks can be designed to suit any area of mathematics,
and may be created to appeal to student interest, which encourages
engagement. Open tasks also provide opportunities for authentic
learning, as they may be based upon real life situations.
Open tasks are often best assessed through use of a rubric. If used
effectively, a rubric can be helpful in gaining insight into a students
mathematical knowledge. However, it is paramount that this rubric be

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comprehensive, clear and informative in order for teachers to create

meaningful feedback that successfully assesses student knowledge. By
aligning rubrics with open tasks, teachers allow their students to work
in their own time, without the pressures of timed or monitored
assessment diminishing their chances of success.
Teachers can collate student results from completed rubrics to
inform future learning opportunities by looking at the level of
understanding students have shown as a whole. Similarly to using
interview results, teachers can use open task findings to address
misconceptions formed by students and create learning opportunities
that give students the opportunity to move from a concrete level of
understanding to a more sophisticated and abstract level.

Lecturer: ____________________________
Dr Ann Gervasoni Oct 2014