Mathematics – Areas for Assessment
- Working mathematically
- Knowledge, skills and understanding developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection
- Activities: Can-do Trigonometry, Graphs of Relationships, Best Airfare Deals, Describing Travel Graphs, Successive Discounts, Simultaneous Equations, Draw the Graph to Fit the Story, Surds, The Pyramid of Giza, Midpoint, Probability, Using Histograms and Polygons, Similar? Congruent?
- Number
- Knowledge, skills and understanding in mental and written computation and numerical reasoning
- Activities: Best Airfare Deals, Successive Discounts, Surds, Probability
- Patterns and algebra
- Knowledge, skills and understanding in patterning, generalisation and algebraic reasoning
- Activities: Graphs of Relationships, Describing Travel Graphs, Simultaneous Equations, Draw the Graph to Fit the Story, Midpoint
- Data
- Knowledge, skills and understanding in collecting, representing, analysing and evaluating information
- Activities: Using Histograms and Polygons
- Measurement
- Knowledge, skills and understanding in identifying and quantifying attributes of shapes and objects and applying measurement strategies
- Activities: Can-do Trigonometry, The Pyramid of Giza
- Space and Geometry
- Knowledge, skills and understanding in spatial visualisation and geometric reasoning
- Activities: Similar? Congruent?
Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.
Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.
In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.