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ISMG Breakdown

The document provides an example of how students would be marked on 4 criteria for a mathematics assignment: formulate, solve, evaluate and verify, and communicate. It uses two example student assignments on modeling Usain Bolt's sprint time to demonstrate how the criteria are met. The criteria examine assumptions, observations, mathematical concepts, complex procedures, reasonableness of solutions, strengths and limitations of models, and justification of decisions. Communication is also assessed based on technical vocabulary, organization, and conventions.

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Hannah Lee
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39 views22 pages

ISMG Breakdown

The document provides an example of how students would be marked on 4 criteria for a mathematics assignment: formulate, solve, evaluate and verify, and communicate. It uses two example student assignments on modeling Usain Bolt's sprint time to demonstrate how the criteria are met. The criteria examine assumptions, observations, mathematical concepts, complex procedures, reasonableness of solutions, strengths and limitations of models, and justification of decisions. Communication is also assessed based on technical vocabulary, organization, and conventions.

Uploaded by

Hannah Lee
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Methods ISMG Breakdown

You will be Marked


on 4 Criteria:
• Formulate
• Solve
• Evaluate and Verify
• Communicate
Year 12 QCAA Assignment Example
• The following break down uses two year 12 assessment tasks
provided by QCAA to explain the criteria.
• Although you do not have experience with the content, you can still
see how the criteria is met by the students.

The context is that the students need to create a mathematical model


that shows Usain Bolt’s sprint time.
Formulate
• documentation of appropriate assumptions

• accurate documentation of relevant observations

• accurate translation of all aspects of the problem by identifying


mathematical concepts and techniques.
The Terms
OBSERVATIONS

STUDENT 1 STUDENT 2

What are the major differences here? Does yours look like the left one or the right one?
ASSUMPTIONS

How have both


of these students
shown evidence?
AND PROCEDURES
MATHEMATICAL CONCEPTS
How has accuracy been shown here by both students? How have they demonstrated that
they have put all aspects of the problem here?
SOLVE
• accurate use of complex procedures to reach a valid solution

• discerning application of mathematical concepts and techniques


relevant to the task

• accurate and appropriate use of technology.


The terms
Complexity
• Different and interconnected parts
• Complicated
• Intricate
• A valid solution

How can you bring complexity to your


problem?

How has the student not shown complexity


here?
Discernment
• Clear decisions
made about
certain concepts
• Show judgement
when it comes to
the path you have
chosen

In this • In this situation, it doesn’t make much sense for


the student to be considering acceleration,
however it is still related in some way to the task.
Technology

- How can you document the technology that you are using for your assignment?
- Appendices can be as long as needed – what can you put in your appendices that don’t need to be marked?
Evaluate and Verify
• evaluation of the reasonableness of solutions by considering the
results, assumptions and observations

• documentation of relevant strengths and limitations of the solution


and/or model.

• justification of decisions made using mathematical reasoning.


The terms
Reasonableness
• Evaluation explicitly considers the results and
observations. It is clear to the reader how it all links
together.

Below, the writer mentions it’s a close fit but


doesn’t show the reader.
Strengths and Limitations
- More than one of each
- Suggested refinement
- Focus is on the model not on the task
- Documentation is met by stating exactly how
each strength and limitation impacted the
model
Justification

• Have you given mathematical explanations and reasoning for any decisions you made regarding your
functions?
• Justification cannot just be with words, you must give evidence and reasons using mathematical knowledge
Communication
• correct use of appropriate technical vocabulary, procedural
vocabulary, and conventions to develop the response

• coherent and concise organisation of the response, appropriate to the


genre, including a suitable introduction, body and conclusion, which
can be read independently of the task sheet.
The terms
Communication

• Coherent and concise


• Labels for all tables and graphs (Figures etc)
• Spelling
• Capitals, punctuation, sentence structure
• Appropriate rounding
• Introduction, Body, Conclusion
• Referencing
Word Count
Note: Markers will not
read past 2000 words on
your assignment

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