Modelling Tasks Lessons Assessment Assessment Reflecting Modelling Tasks Lessons Assessment Assessment Summative Reflecting Formative Summative Feedback Objectives To consider how: learners progress in developing modelling competencies to assess learners’ modelling Assessment 3 Formative Summative Feedback Outcomes You will devise a set of criteria which you can use to judge learners’ solutions to modelling tasks Assessment 4 Formative Summative Feedback Task In the UK more than 1.8 million people signed an electronic petition asking ministers to scrap plans for road charging. Would it have been more news worthy to have delivered the signatures on paper? In Spain a petition of 4 million signatures was delivered to the government in 10 vans. All Spanish newspaper published pictures with the big boxes and the vans needed to transport the sheets of paper to the congress. Assessment 5 Formative Summative Feedback Activity 1 Individually: Pairs: Look at the solutions of your students. Rank the solutions in order from not so good to good. What makes a good solution? What makes a solution not so good? Assessment In groups: Draw up a list of aspects of the students’ work that you would consider important when assessing it. Can you organise this into groups? 6 Formative Assessment Summative Feedback 7 Formative Assessment Summative Feedback 8 Formative Summative Feedback Activity 2 Identify which of your criteria are task specific (if any) and which might apply to any task Assessment 9 Formative Summative Feedback Modelling cycle – assessing students’ work Real-world problem 1 2 3 5 Mathematical 5 Assessment Problem 4 Real solution “Real world” Mathematical solution “Mathematical world” 10 Formative Summative Feedback Reporting the work Real-world problem 1 up 2 the Setting model 3 Mathematical Problem Validation & 5 reflection Working 4 accurately Real solution Mathematical Interpretation 5 “Real world” Assessment solution “Mathematical world” 11 Formative Setting up a model Summative Working accurately Interpreting Feedback Validating & reflecting Reporting 1 2 3 4 Assessment 12 Formative Summative Feedback Activity 3 In groups: Use the key headings to devise criteria at 4 levels increasing of sophistication. Assessment 13 Formative Summative Feedback Setting up a model 1 Students require support to simplify the situation 2 3 Students make good decisions that allow 4 them to simplify a complex situation Assessment 14 Formative Summative Feedback Setting up a model 1 Students require support to simplify the situation 2 Students can find and use some necessary information to simplify parts of a complex situation. Students can use a range of information to simplify a 3 situation. Students make good decisions that allow 4 them to simplify a complex situation Assessment 15 Formative Summative Feedback Possible progression in assessment criteria Setting up a model Working accurately 1 Students require support to simplify the situation 2 Students can find and use someStudents can identify the necessary information to mathematics to use and solve simplify parts of a complex parts of the problem but not situation. always accurately 3 4 Students can use a range of information to simplify a situation. Students need help in deciding on the mathematics & do not always work accurately Interpreting Validating & reflecting Students have difficulty and require a lot of support in interpreting the situation Students do not reflect on the validity of their model With support students (eg by being asked appropriate questions) are able to interpret the situation Students are aware of the validity of some but not all aspects of their model Reporting Students are not independently able to report their work satisfactorily With support and guidance students are able to produce a satisfactory report of their work Students are able to interpret the Students reflect critically about Students are able to solve the task independently using correct situation, but not in depth many aspects of their model Students can mathematics but not all results understanding its limitations independently produce a are correct good account of their work Students make good decisions Students use mathematical that allow them to simplify a language and symbols complex situation accurately Assessment Students interpret the situation Students have a good critical thoroughly and in depth understanding of the validity and limitations of their model Students produce a comprehensive report of their work 16 Formative Summative Feedback Activity 4 Use your assessment grid to assess a student’s work. Work in pairs with work that you have brought to the session. Each marks one student’s work and then exchanges with the other. When you have each marked the two pieces of work discuss your findings. Try to agree with each other. Repeat the process Assessment 17 Formative Summative Feedback Discussion What issues have emerged when assessing the modelling work of students? How will you assess students’ modelling in your classroom / school? How do we give a grade / mark? Can we use our assessment grids to support both formative and summative assessment? Assessment 18 Formative Summative Feedback Objectives To consider how: learners progress in developing modelling competencies you to assess learners’ modelling Assessment 19 Formative Summative Feedback Outcomes You will devise a set of criteria which you can use to judge learners’ solutions to modelling tasks Assessment 20 Formative Summative Feedback Teacher diaries Don’t forget to use your teacher diary to reflect on this session. Use this to consider issues relating to how you will assess students’ work and how you will give feedback to students. Assessment 21 Formative Summative Feedback Before this module you will have…….. used one of these tasks with a group of your students : Task 2 How long does it take to wash the windows of a tall building? Assessment 22 Formative Summative Feedback Task In the UK more than 1.8 million people signed an electronic petition asking ministers to scrap plans for road charging. Would it have been more news worthy to have delivered the signatures on paper? In Spain a petition of 4 million signatures was delivered to the government in 10 vans. All Spanish newspaper published pictures with the big boxes and the vans needed to transport the sheets of paper to the congress. Assessment 23 Formative Summative Feedback Before this module you will have…….. used one of these tasks with a group of your students : Task 3 How long does it take to evacuate a building? Assessment 24
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