EDU400 Teaching Primary School Mathematics

Catherine Thiele

RICH TASK, SCORING RUBRIC AND

REFLECTIVE ESSAY
EDU400 Assessment Task 2

CHLOE BOYKETT 1090567

Callum McTaggart 1090143
The task ‘’Dreamworld’ – Dream or reality?’ was created to asses Year 5 students problem-solving and
reasoning skills in the context of financial plans. The authentic task allowed students to plan a trip to
Dreamworld with two of their friends, with the overall goal of presenting a financial plan to their
parents. The assessment task provided students with the opportunity to display their understanding
in solving problems using the four operations, creating financial plans, and describing and interpreting
data to create graphs. These three factors created the basis for the Guide to Making Judgement
(GTMJ) that was created for this task. In order to critically evaluate the effectiveness of this
assessment, a Year 5 student completed the investigation and was marked according to the GTMJ.
These results, and the process of grading provided insight into the strengths and weaknesses of this
assessment task, and how it could be improved.

It is evident through the completion and grading of the task that there are not only strengths and
weaknesses, but also some improvements that can made. The task is effective in its rich and authentic
nature, which places students in the position to plan a trip to Dreamworld. This is evidently
appropriate for Year 5 students, and presents a task which students will be engaged and invested in
(Callingham, 2010). Dewey (1938) states that students draw knowledge out of situations which hold
meaningful relevance to them. Consequently, the real-world context of this assessment task
encourages students to see the purposefulness of financial planning in their everyday lives, and
demonstrate how to apply mathematical knowledge and skills to solve these problems (Jorgensen &
Dole, 2011). This factor not only prepares students for their future, but also fosters the achievement
of the Numeracy Capability (Australian Curriculum and Reporting Authority [ACARA], 2018). In
addition, this task adapts the mathematics teaching and learning principle of an investigation, which
is evident through the pre-structured format of the task (Herrington, Sparrow, Herrington & Oliver,
1997). The tasks layout, design and organised format ensures the assessment requirements are clear
and easily understood (Queensland Studies Authority [QSA], 2012). The structured open-ended
questions allow students to demonstrate their understanding of problem-solving using the
operation/s they think are appropriate. By posing open-ended questions like these, it provides validity
for students to demonstrate their breadth and depth of understanding (QSA, 2012) and also gives
insight into the complexity of student understandings (Jorgensen & Dole, 2011). The QSA state that
effective assessment should apply the principle of fairness (QSA, 2012). ‘’Dreamworld’ – Dream or
reality’ is fair in the sense that it allows for equal involvement, and does not include any inappropriate
cultural or social references (QSA, 2012). This investigative assessment task stems from a
constructivist approach, which encourages students to build on their prior knowledge of problem-
solving, financial budgets and data collection and apply this to an unfamiliar situation (Jorgensen &
Dole, 2011). This can be seen through the scaffolding of questions in the task, which promote high
order thinking as the task goes on (Bloom, Krathwohl & Masia, 1956).

Although the assessment task is constructivist in terms of building on prior knowledge, it does not
allow for collaboration in the process. Vygotsky (1978) in his social constructivist theory, suggested
that social interaction and collaboration are critical to the construction of knowledge. In addition,
Westwood (2016) states that there is current emphasis on collaboration for problem-solving, as it
provides the opportunity for teachers to listen to students’ discussions. Thus, gaining insight into the
depth of understanding of each student, and identifying where their misconceptions lie (Westwood,
2016). It is apparent through the format and structure of this assessment task that there is no
consideration for collaboration, which is an area for improvement. Another limitation evident in this
assessment task is the lack of digital technologies. Students in primary classrooms nowadays are
considered to be digital natives, which means they have grown up in a technologically prevalent
society (Howell, 2012). Consequently, mathematics teaching, learning and assessment should be
consistent with this, and provide assessment opportunities that prepare students for their future
(Australian Association of Mathematics Teachers [AAMT], 2006). In the assessment task created, the
only digital technologies that are apparent, is when students use a calculator check their working.

EDU400 Assessment Task 2 Chloe Boykett and Callum McTaggart

Minor adjustments to these limitations can result in an improved and effective mathematics
assessment task. These adjustments would firstly include changing the mathematics teaching and
learning principle from an investigative task, to an inquiry-based task. The context of planning a trip
to Dreamworld would remain the same, but students would now work in groups to create a financial
plan for their parents. Students would be required to use digital technologies to research the prices
of admission, food and drink and souvenirs at Dreamworld and use this information to inform their
inquiry. Students would still be obligated to use the same mathematical knowledge and skills as
outlined in the original task, but they would be embedded in a social context where students construct
knowledge, and problem-solve together. This type of inquiry-based assessment allows students to be
in control of their own learning, and through discovery, students will probe higher order thinking
(Briggs, Michael, Long, George, & Owens, Katrina, 2011). In addition, this task could be improved
through providing students with the opportunity to create their data displays using digital
technologies. Jorgenson and Dole (2011) state that when students create graphs and tables on a
computer, it fosters deeper understandings of mathematical ideas, and encourage students to pose
deeper questions. These improvements would make for an effective mathematics assessment which
fosters the success of students problem-solving and reasoning skills.

This rubric provides the framework which the teacher will use to make a judgment about a student’s
final grade. While critically reflecting on the rubric there were several strengths which aligned with
assessment principles; however, there were aspects of the rubric that should be improved to reflect
best practice. Teachers are required to provide assessment tasks that are aligned with the Australian
Curriculum (QSA, 2012). The rubric that was created shows a clear alignment to the Australian
Curriculum, this was done by placing the content descriptor at the ‘C’ level. This is supported by
Readman and Allen (2013) who argues that similar language and keywords should be used throughout
the standards. Each standard should have a discerning element that sets it apart from the other
standards. In most instances in this rubric Bloom’s taxonomy was used to set standards apart. Bloom’s
taxonomies provide a set of levels with associated verbs or phrases. Each level builds upon each other
to allow students to show high order thinking in their work (Bloom, Krathwohl & Masia, 1956). This
can be seen in the rubric as the phrase ‘in unfamiliar situations’ is used, this requires students to apply
their knowledge rather than just remember or comprehend information, which is are lower order
thinking skills (Bloom, Krathwohl & Masia, 1956). Further, the rubric is written using language that
would be understood by the students in that year level. Readman and Allen (2013) agree with this
approach by saying that students should be able to understand the rubric and an effective approach
is to this is using the first or second person. A suggestion from Readman and Allen (2013) is to allow
students to write the criteria sheet with the teacher, this ensures that it is understandable and
relatable.

An area that has been highlighted for reconsideration is the areas assessed. An example of this was
when the graphs were completed, even though the graphs were created they lack features such as a
title, axis measurements and units of measurements. The student initially had a lower mark for
Reasoning because the technical skill of creating a graph was taken into consideration; however, an
adjustment had to be made because the criterion wasn’t asking for skills to be assessed but the
interpretation and manipulation of data to create a graph. Readman and Allen (2013) argue that is
common for learning areas that have technical skills such as math and sciences where the technical
skills of graphing and table creating are addressed in a separate content descriptor. To ensure that
the content descriptors are assessed as intended, another column should be inserted that covers
technical skills. In this instance ‘Construct displays, including column graphs, dot plots and tables,
appropriate for data type, with and without the use of digital technologies (ACARA, 2015, ACMSP119)’
should be included as it focuses on the skill of making the graph. Another area on the rubric that
requires attention is the feedback section. Feedback is an essential part of assessment as it allows
students to build from their mistakes. Feedback has been given at the end of this task. Effective

EDU400 Assessment Task 2 Chloe Boykett and Callum McTaggart

feedback needs to be descriptive (Readman & Allen, 2013) this was evident as it gave explicate
comments on what went well and what may not have worked. Although feedback was given it only
utilised one aspect of effective feedback. Feedback should allow time for students to question
feedback and there should be opportunities to apply this feedback (Readman & Allen, 2013). This task
did not allow for specific opportunities for feedback, although Callingham (2010) acknowledges that
this may be more of a pedagogical concern rather than assessment related. However, Callingham
(2010) also argues that because of the idiosyncratic nature of mathematics feedback in assessment is
essential. This is perpetuated by Fyfe, Rittle-Johnson and DeCaro (2012) who suggests that because of
the unique nature of problem-solving often students need feedback before their final grade. The
feedback is to ensure that students fully understand the problem and present an alternative view for
looking at the problem (Fyfe, Rittle-Johnson and DeCaro, 2012).

The assessment task that was created has some strengths that support students’ mathematics ability
and several weaknesses. In the task sheet, it was identified that the authentic and open-ended nature
of the task encouraged students’ rapt involvement in problem-solving and reasoning. However,
recommendations included taking an inquiry-based approach which supports collaboration, and the
prominent use of digital technologies. The rubric had several strengths including its alignment with
the curriculum, the age appropriate language used and the used of Bloom’s Taxonomy to discern
standards. However, it was identified that improvements that could be made include the areas that
were assessed to ensure the marker is judging students work on the content descriptor. Further,
feedback was identified as an area for improvement, and a suggestion was made that feedback should
be given throughout the task and not just on the rubric. This task can easily be improved to ensure
students receive rich assessment tasks that will promote critical thinking in the future.

References
Australian Association of Mathematics Teachers (AAMT). (2006). The Practise of Assessing
Mathematics Learning. AAMT Position Paper. Retrieved from
http://www.aamt.edu.au/About-AAMT/Position-statements/Assessment

Australian Curriculum Assessment and Reporting Authority. (2015). Mathematics: Sequence of

content. Canberra: The Commonwealth of Australia.

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2018). Foundation to Year 10
Curriculum: Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=3#page=F-2

Australian Curriculum and Assessment Reporting Authority [ACARA]. (2018). Foundation to Year 10
Curriculum: General Capabilities: Numeracy Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/

Bloom, B., Krathwohl, D., & Masia, B. (1956). Taxonomy of educational objectives (1st ed.). New York:
Longman.

Briggs, Michael, Long, George, & Owens, Katrina. (2011). Qualitative Assessment of Inquiry-Based
Teaching Methods. Journal of Chemical Education, 88(8), 1034-1040.

Callingham, R. (2010). Mathematics assessment in primary classrooms: Making it count. Melbourne:

Australian Council for Educational Research.

Dewey, J. (1938) Experience and Education. New York: Collier Books.

EDU400 Assessment Task 2 Chloe Boykett and Callum McTaggart

Fyfe, E., Rittle-Johnson, B., & DeCaro, M. (2012). The effects of feedback during exploratory
mathematics problem solving: Prior knowledge matters. Journal Of Educational
Psychology, 104(4), 1094-1108. http://dx.doi.org/10.1037/a0028389

Herrington, T., Sparrow, L., Herrington, J., & Oliver, R. (1997). Investigating assessment strategies in
mathematics classrooms. Perth, Australia: MASTEC - Mathematics, Science & Technology
Centre, Edith Cowan University.

Howell, J. (2013). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. South
Melbourne: Oxford University Press.

Queensland Studies Authority [QSA]. (2012). Reporting student achievement and progress in Prep to
Year 10: Advice on implementing the Australian Curriculum. Brisbane: Queensland
Government.

Queensland Studies Authority [QSA]. (2012). Transcript of video. Designing good assessment.
Retrieved from
https://www.qcaa.qld.edu.au/downloads/approach2/qsa_designing_assessment_transcript.
pdf

Readman, K., & Allen, W. (2013). Practical planning and assessment (1st ed.). Melbourne: Oxford
University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological. Cambridge, MA:
Harvard University Press.

Westwood, P. S. (2016). Numeracy and Learning Difficulties: Approaches to Teaching and Assessment.
Camberwell, Vic: ACER Press.

EDU400 Assessment Task 2 Chloe Boykett and Callum McTaggart

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Appendix 2.
Subject: Mathematics Name of Assessment: ‘Dreamworld’ – Dream or Reality? Student Name: Georgia McTaggart

Purpose of Assessment: To create a budget using your knowledge of the four different operations, and display your understanding in different data displays.
Problem-Solving Reasoning
Students solve simple problems involving the Students explain plans for simple budgets Students gather data, and construct appropriate
four operations using a range of strategies data displays

I can efficiently solve problems using the I can create and modify financial plans I can create a graph and table which compare two
appropriate operations through mental and when given new information sets of data to draw conclusions A
written strategies in unfamiliar situations

I can efficiently solve problems using the I can describe, interpret and create tables and
I can create and explain financial plans
appropriate operations through mental and graphs to compare budgets
written strategies, in complex familiar B
situations

I can solve problems using the appropriate I can create simple financial plans (ACMNA106) I can describe and interpret different data to
operations through mental and written create tables and graphs (ACMSP120)
strategies, and can apply appropriate digital C
technologies (ACMNA291)

I solve aspects of problems using limited I create inaccurate financial plans I inaccurately describe and create tables and
operations graphs
D

I use incorrect operations for a simple I create isolated aspects of financial plans I make limited statements about data, and create
problem aspects of tables and graphs
E

Feedback: Georgia you have created a finical plan that is complex. You accurately used a range of strategies to create your plan and you were able to
show your working in unfamiliar situations. I would suggest looking at providing a more in-depth explanation when you describe your graphs.

On-balance Judgment: A- B C D E