Part One: Rational Number Interview

1. For the hard copy only attach the record sheet with your notes, and the
student recording sheets to the back of this assessment task (equivalent
to 200 words).

2. Report on students rational number understandings (400 words).

Liana had a thorough understanding on fraction knowledge and being able to work
out problems that required using a diagram. Firstly, Liana had a sound
understanding of the process of iterating. Looking at the diagram of the apple pie,
she was able to identify what fraction it was divided into (1/8) by using her
knowledge of knowing that the whole had to equal to 1. Liana also had a succinct
knowledge on how to simplify fractions, where she could inform me of the simplified
fraction as well as the fraction as the whole. When shown an array, she counted the
dots individually and gave the answer 12/18 of the dots were coloured in black, and
then was further able to simplify it to 4/6 and knowing that that is the same as 2/3.
She also used the process of Partitioning when needing to work out what the whole
of the fraction is. Liana also showed an understanding of how to convert fractions
into percentages when adding and dividing fractions. Liana was able to locate 3/4,
3/5, 9/4 and 6/10 on a number line by first placing zero, 1/2 and one. She didnt
have a vivid understanding of how to divide fractions; therefore using percentages
was an easier method for her. To find fractions between 2/3 and 3/4, Liana used the
technique of first dividing the number line into thirds, then into sixths to solve what
fractions fall between those two given fractions. She had a few difficulties with the
concept of ratios, as she was unfamiliar with them. During the iTunes questions,
rather than using ratios to evaluate the question, she was able to work out how
much each song was on both cards by using simple mathematics and assuming
which card held more value. In terms of decimals, Liana had a profound knowledge
on ordering decimals from lowest to highest, using her skills of tenths, hundredths,
thousandths, etc. She also displayed the ability to convert fractions into decimals
through the understanding of decimal notation. When working with decimals, Liana
found it easier for her to add a 0 to the end of the equation (such as 0.50+0.80), as
she was able to work with her decimal notation of tenths, hundredths, etc.
Furthermore, Liana was unable to comprehend quotients where she had to answer
how many pizzas the 3 girls would get if there were 5 pizzas. The concept of
quotients and grouping was new to her and therefore something she needs to work
on.

3. Evaluation of interviews as an assessment strategy (i.e. strengths and

weaknesses) (400 words).

One-on-one interviews are en effective way to assess students, as the teacher is

able to see the students reaction to a question, as to whether or not the student
shows an understanding of the question. It is also an effective method as the
teacher is able to listen to the students understanding through the way they solved
the problem, along with viewing their working outs of the question. McDonough,
Clarke and Clarke (2002) state that the implication of one-to-one interviews is an
effective way for teachers to gain an insight into the students mathematical
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content knowledge along with their learning in general. The ability for a teacher to
assess students through a one-to-one interview also enables them to understand
the mathematical thinking processes that the student uses, and whether or not
theyre effective. However, Minas, Shimeld and Bingham (2013) argue that one-to-
one interviews can become evidently difficult when working with a student who has
a language barrier or English as a second language. The communication skills
needed to carry out the interview process can become a hindrance in this
circumstance as the student may have difficulties interpreting what is expected of
them. Alternatively, the interview could be carried out in a way the student is better
able to comprehend the information such as having the interview in written form
rather than spoken, which could help the teacher gain a better insight into student
understandings. Coinciding with this, Clarke, Clarke and Roche (2011) find
interviews an efficient way to build on teacher expertise as the conversations with
the student allow for the teacher to utilise their pedagogical content knowledge.
Having specific notes written down for the student to better understand the
question is something that needs to be considered when interviewing the student.
Also, the teacher needs to accurately analyse the students verbal and non-verbal
actions to accurately assess their knowledge and understanding on the topic.
Conversely, the interview process can also be considered a time-consuming
procedure, which acts as another limitation of the assessment strategy as the
transcription of the interview and then analysing the results takes a significant
amount of time (Boyce & Neale, 2006). Instigating one-on-one interviews indicates
that not all students will be interviewed in the one lesson, as interviews could take
at least fifteen minutes per student. This means that the student learning of that
particular topic could be obstructed depending on the time period between the
learning and the interview.

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Part 2: Rich assessment task and rubric
Which Task? Hay There!
4. Provide your solution to the task (300 words). If you handwrite and/or
draw your solution create an image file (e.g. jpg) and drop it into the
text box below. Alternatively type into the text box.

Using decimals and ratios to evaluate the task helped to show what percentage or
decimal each of the animals got and thus the difference between them. Using
colour to signify each individual animal helps to visualise how much hay each
animal will be receiving when dividing up the amounts of hay amongst the animals.

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 Using
fractions to evaluate the task is another way to show students a successful way to
work out the problem. Again, the use of colour is important in order for visualisation
to occur to understand how much hay each animal will be getting. The implication
of decimals/ratios and fractions are both effective ways to solve this problem and
its a good way for students to understand two different ways to solve the one task.

5. Design your rubric for assessment of work samples (300 words).

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 Category and Description
Score (May include both mathematical content and
communication)
Both strategies are utilised and there is progress towards
4 the solution.

Above Standards Clear and effective explanation of how the solution was
obtained, including steps and detailed mathematical
A generalizable strategy representation.
that would apply
efficiently as the The solution addresses all mathematical components of
the problem (correct numbers are used, division, addition
conditions of the task
and subtraction are correct).
were changed
Application of correct procedure to accurately solve the
problem and verify results.

The strategy used demonstrates that the student has a

3 broad understanding of the problem.

Demonstrates clear Student can clearly represent the problem using relevant
understanding representation such as squares divided into correct
number of parts (5 bundles of hay divided into 3 parts to
A productive strategy be separated for each horse).
that may be correct but
does is cumbersome or Uses effective mathematical reasoning and correct
answer is achieved.
does not generalise
easily
The solution is not fully complete, indicating that there
2 are parts of the problem not understood.

Demonstrates some There is some appropriate use of mathematical notation

understanding (e.g.: Using division), and some use of mathematical
representation of the problem.
A strategy that contains
some elements of a Correct use of numbers, however diagrams not set out
productive strategy systematically making it unclear.

The strategy use is partially useful, however could not be

completely carried out and the answer not obtained.

No evidence of a strategy appropriate for the problem.

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Student only uses diagrams of the horses and cows
Not satisfactory without showing any mathematical reasoning (e.g.:
Drawing 6 cows and 2 horses).
Little or no signs of
mathematising the Inappropriate use of mathematical terminology or
problem notation (e.g.: using multiplication when working out the
problem using decimals/ratios).

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6. Critical evaluation of open, rich tasks with rubrics as an assessment
strategy (400 words).
Rubrics as a form of assessment is an effective way for students to understand
what stage their learning is at in accordance with the teachers expectations. The
data gathered from rubrics helps the teacher to understand what level the student
is at and what areas need further focus and development. Open rich tasks allows
for different outcomes and evaluations of a problem, therefore rubrics act as great
way to provide feedback to the students in order for them to be able to
comprehend what level their thinking is at. Essentially, a rubric can be defined as a
scoring tool that articulates the expectations for a given task in describing levels
of quality (Steven & Levi, 2013), therefore giving students the opportunity to work
on their problem areas. However, Clarke & Clarke (2002) suggest that students who
experience pressure when completing an assessment such as an open rich task can
lead to performance that is not representative of their thinking and understandings
of the task. In this case, the rubric would not be an effective tool for assessment for
this task, as the pressure from the student will influence their results. The
implication of rubrics should be thoroughly explained to the students before
commencing the task in order for them to have knowledge of what is expected of
them and what the teacher will be looking for in their work. In terms of marking, it
is argued that teachers are basing their grades on overall impression rather than
the quality and accuracy of the evaluation (Rezaei & Levorn, 2010). This therefore
becomes a limitation to the use of rubrics as students arent being marked
accordingly and the rubric can be seen as an unreliable source. In comparison,
students value rubrics as they provide the criteria of the task and then the ability to
receive feedback based on their work (Smith, John & Kurian, 2015). This is an
imperative way for students to recognise their progress and what areas of
development need to be focussed on. The structure of rubrics need to be easily
understood by the students and need to have a fair marking criterion that ensures
the efficiency and consistency of student work is recognised. Overall, the
implication of rubrics is a successful way to assess student progress and provide
feedback for the student to take on board and work towards their next goal.