Task Three - Planning, Assessing, Record-keeping and Reporting.

Summative marking rubric

Criteria

N = None, S = Some, A = All

Comments

Use appropriate and

accurate probability words
Identify possible outcomes
Recognise variations
Record chance data (tally
and list)

Written Explanation - What are the chances?

Assessment, record-keeping and reporting are important aspects for a teacher to consider during
the planning of an effective teaching and learning program. A holistic and integrated approach to
planning an assessment and learning program can ensure its effectiveness in improving student
skills, knowledge and understanding. When planning a unit of work, assessment, recording and
reporting should be prioritised and not left as an addition at the end of the planning process
(Readman & Allen, 2013). The method of adding on assessment tasks does not reflect assessment
as an ongoing and integral to the teaching and learning process. To approach the issue of
assessment being potentially disregarded and the importance of planning with assessment, a
backwards design approach can be used (Wiggins and McTighe, 2011). The backwards design
approach allows teachers to first plan the desired outcomes at the end of the learning program and
plan backwards to the commencement of learning experiences from there.
The backwards design approach has been used to develop the unit of work, What are the
Chances? for Year Level 3, which addresses the mathematical concept of chance. Chance is a
sub-strand of the Statistics and Probability strand of the Mathematics learning area of the
Australian Curriculum (ACARA, 2016). The concept of chance relates to incidental occurrences
and the probability of outcomes occurring (Booker, Bond, Sparrow & Swan, 2014). There are many
real-life situations where the concept of chance can be applied, such as in games or sporting. For
example, games involving dice involve as certain amount of luck as the chance of obtaining the
desired possible outcome from one roll is one of six. Identifying and classifying chance using
appropriate language is an important part of learning about chance (Booker, Bond, Sparrow &
Swan, 2014). Using the last example of rolling a dice, the words, likely, probably or might would
be more accurate than no chance, impossible or certain. However, all of these words are
appropriate terminology to use when identifying possible outcomes of a chance event (Booker,
Bond, Sparrow & Swan, 2014). Chance can also be measured using fractions or ratios, such as
1:6 for a one in six chance of rolling a 2. According to the Australian Curriculum, measurement of
chance is not introduced until Year Level 5 (ACARA, 2016), therefore has not been included in the
What are the Chances? unit of work.
Potential misconceptions are an important consideration for teachers to be aware of when planning
a unit based on a mathematics concept. If misconceptions are not identified early or intervened,
students can carry them throughout their schooling, potentially effecting multiple areas of
achievement (Booker, Bond, Sparrow & Swan, 2014). Misconceptions about probability can be
challenged through investigations of the concept. Opportunities to conduct experiments which
allow students to explore the chance concept and draw conclusions of possible outcomes can
concrete a deeper and more accurate understanding of the concept (Booker, Bond, Sparrow &
Swan, 2014). Games involving social interaction and collaboration can be an engaging way to

support this. Furthermore, real-life scenarios can be used to help students understand the
relevance of the chance concept in their lives and accurate application of probability.
The unit of work has been developed using content descriptors of the Statistics and Probability
mathematics strand of the Australian Curriculum (ACARA, 2016). The sub-strand, Chance,
contains one content descriptor, Conduct chance experiments, identify and describe possible
outcomes and recognise variation in results (ACMSP067, ACARA, 2016). This content descriptor
is the main focus of the unit. The descriptor suggests students experiment with chance, which
aligns with the mathematics learning theory of exploration through hands-on games and activities
(Booker, Bond, Sparrow & Swan, 2014). Another mathematics content descriptor from the Data
Representation and Interpretation sub-strand is included throughout the unit to align with the
collection, organisation and representation of results from the chance experiments (ACMSP069,
ACARA, 2016). This unit has been planned to be implemented towards the end of the school year
when the students have already covered data concepts. The data component of this unit is
revisited as complimentary to the teaching and learning of chance as both concepts fall under the
Statistics and Probability strand of the Australian Curriculum (ACARA, 2016). The content
descriptors and achievement standards have been used to develop learning outcomes for the
basis of planning the unit.
Developing intended learning outcomes at the beginning of planning a unit of work is a
fundamental aspect of the backwards design approach. An outcomes-based approach facilitates
students to construct knowledge and understanding towards clear learning goals (Readman &
Allen, 2013). With clear learning goals or outcomes in place which align with content, assessment
tasks can then be planned which accurately, appropriately and reliably evaluate the learning
outcomes (Readman & Allen, 2013). The third step of backwards design is to then match engaging
learning activities which align with the assessment tasks and content (Readman & Allen, 2013).
The alignment of learning outcomes, assessment and activities is referred to as constructive
alignment (Readman & Allen, 2013). Constructive alignment ensures that learning and
assessment are integrated in the unit of work.
The What are the Chances? unit uses a combination of diagnostic, formative and summative
assessment methods. Using a range of methods helps to meet the requirements and different
purposes of assessment. For example, the informal diagnostic assessment in lesson 1 has been
planned to determine students prior understanding from the previous year and identify any
students who may need extra attention. The formative aspect of assessment is throughout the
whole unit, as the teacher offers verbal feedback, guidance during the activities and comments on
any recorded tasks. Furthermore, the teacher records notes from observation as an informal
formative assessment to check student understanding of the chance concept using the developed
assessment criteria. The summative assessment task to be completed at the end of the unit over 2
lessons is to be assessed and recorded based on criteria on a marking rubric. Implementing a
range of assessment for and of learning can ensure assessment is part of the learning process,
informs future teaching and provides evidence of student progress (Readman & Allen, 2013).
The summative assessment task helps students to apply their knowledge of the chance concept to
a real-world situation. The students are required to investigate the probability of party guests
choosing certain combinations of party food using dice to determine the outcomes. Students can
relate to this scenario as it is a real-life situation which they would have experienced themselves
and will experience in the future. Next time they are at a birthday party, they may be reminded of
the chance concept and perhaps consider it in the situation or initiate a discussion with their friends
about statistics and probability. Authentic assessment can motivate students as they apply their
learning to real-life and see how the chance concept is relevant to their lives.
Feedback of student progress will be given throughout the unit of work to inform students of their
achievements and offer guidance for further understanding (Readman & Allen, 2013). Verbal
feedback during discussions and activities will help students to keep on-track with the chance
concept. Comments in the students maths books at the end of each lesson will not only

communicate to students their progress, but also record evidence of their progress. The marking
rubric also has a section for feedback for each criteria. These comments can be used to plan
further learning experiences if needed and evidence for reporting student learning to others.
The learning tasks have been planned to support a constructivist learning approach to the chance
concept. To begin with, the revisiting of the previous years content gives students the opportunity
to stimulate their prior learning ready to construct further knowledge and understanding. Lessons
2, 3 and 4 focus on exploring the concept through varied hands-on, engaging and explorative
learning activities (Booker, Bond, Sparrow & Swan, 2014). The activities are also very social and
involve students interacting with each other as they share their learning. Social interaction and
learning with peers is an important aspect of the constructivist approach, according to constructivist
theorist, Vygotsky (Readman & Allen, 2013). As the students progress through the unit, they
construct further knowledge based on their previous understandings to grasp the chance concept.
The evidence gathered from assessment items can be used to report student performance to
others. Parents or carers and other relevant school staff can use the information to understand the
level of understanding the child has achieved (Readman & Allen, 2013). The marked rubric which
addresses the achievement standards specifically , can be used to show parents or carers any
specific strengths or challenges their child has (Readman & Allen, 2013). By reporting information
to parents, they can gain understanding of their childs specific learning needs and take any
possible action to support their needs.
The backwards design approach to planning the What are the Chances? unit of work, has
ensured an organised and clear method of meeting assessment, recording and reporting
requirements. The content from the Australian Curriculum, range of assessment tasks and
constructivist nature of the learning activities align with each other. This alignment and
effectiveness of planning will ensure for a sound teaching and learning approach to the chance
concept.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). The Australian
Curriculum: Mathematics. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level4
Booker, G. Bond, D. Sparrow, L. & Swan, P. (2014). Teaching Primary Mathematics (5th ed).
Melbourne: Pearson.
Readman, K. & Allen, B. (2013). Practical Planning and Assessment. South Melbourne: Oxford
University Press.
Wiggins, T. & McTighe, J. (2011) The understanding by design guide to creating high-quality units.
Alexandria, Virginia : ASCD