Critical Evaluation of Open Ended tasks

Assessment is defined as collecting evidence in students content knowledge and the ability to apply that knowledge (Van de Walle, Karp, &
Bay-Williamsan, 2015). As a result, open ended tasks can be a helpful strategy for assessing students in their mathematical thinking and application.
When a task is open ended, students are able to enter in and attempt it no matter their prior knowledge. The use of tasks allows for students to develop
their current knowledge while building new mathematical ideas (Downton, 2006; Van de Walle, et. al., 2015; Viseu & Oliveira, 2012). Open ended
tasks, can be an exciting way to get students thinking and participating in a task which will stretch their abilities (Sullivan, 2011; Sullivan, Clarke &
Clarke, 2013; Viseu & Oliveria, 2012).

Students who are struggling with mathematical ideas and concepts may complete the task or attempt the task at a very basic level. Where
students who are more competent in their mathematical skills are able to deepen their knowledge (Downton, 2006, Sullivan, 2011; Viseu & Oliveira,
2012). Problem solving tasks can help develop mathematical concepts and procedures, giving a child a chance to choose the best procedure to use to
work out a task (Sullivan, Zevenbergen & Mousley, 2006; Van de Walle et. al., 2015; Viseu & Oliveira, 2012). As open ended tasks do not provide a
structured way to be answered it provides the teacher the ability to understand the students' capabilities, preferred strategies and possible
misconceptions..

Furthermore, rubrics are needed to support the open ended tasks as they provide a structure to the students assessment. A rubric is generally
based on the highest possible outcome and therefore provides a structure for students to aim for and consistency between students (Sullivan et. al.,
2006). A rubric is a formal assessment practice and can be used as evidence when marking a child's individual performance. This data can inform
teachers practices (Sullivan, Clarke & Clarke, 2013). Rubrics can be general, outlining if a student has or has not achieved a task. These rubrics do not
provide as much detailed feedback to both the student and the teacher and can be seen as a waste of time (Matteson, Sherrod & Cetin, 2016). Task-
Specific rubrics are a much better performance indicator, clearly showing what a student has and has not been able to achieve. These rubrics
incorporate common strategies as well as common misconceptions that a student may make on that task (Van de Walle et. al., 2015). The expectations
of a task can be conveyed to a student prior to it being undertaken so it is clear.
 Summary Description
Score
Content
Goes beyond Student is able to work out the correct answer in fraction form
and demonstrated their working in two or more methods.
Student uses diagrams and/or equation to show their
understanding.
Student is able to draw an accurate representation and partition
bales evenly between the animals.
Student is able to rename the fractions in order to identify
which animal gets the largest amount of hay.
Student is able to justify their use of visual diagram or equation.
4 Student is able to accurately answer the question, providing
Task accomplished pictorial evidence of their method.
Student is able to explain one part of the problem using a
different method.
Student is able to make an improper fraction in order to compare
the values.
Student demonstrates component knowledge of partitioning in
equal parts and is able to accurately rename the fraction in order
to work out which animal receives more hay.
Processes/ Proficiencies
Student understands that the bales need to be
partitioned equally, so that each animal receives
the same amount of hay. They do this by giving
each animal one whole bale and dividing the
remaining bales and/or they equally divide each
bale and share them equally between animals
and/or they used an equation to work out how
much hay each animal received.
Student can make mixed fraction into improper
fraction using simple computation.
Student is able to rename both fractions into 15ths
or an equivalent fraction, in order to identify which
is larger.
Student uses, area or length model in order to
rename and determine the difference between
the fractions.
Student understands that the bales need to be
partitioned equally, so that each animal receives
the same amount of hay. They do this by giving
each animal one whole bale and dividing the
remaining bales or they equally divide each bale
and share them equally between animals.
Student can make mixed fraction into improper
fraction using simple method.
Student is able to rename both fractions, using an
area or length model.
 3 Student is able to demonstrate the steps of partitioning and can
Substantial show the fraction as a mixed fraction. Student understands the
progress process of renaming but is unable to rename the fraction in order
to accurately compare.
2 Student can partition each hay bale accurately and can
Some progress demonstrate with a diagram.
Student keeps fraction as a mixed number.
Student is unable to rename the fraction in order to determine
which one is larger.
Student may guess answer from initial workings.
1 Student is able to set out a diagram and give each animal a whole
Little progress bale.
Student has no concept of partitioning and the need for equal
parts.
Student is unable to create an accurate fraction.
Student understands that the bales need to be
partitioned equally, so that each animal receives
the same amount of hay. They do this by giving
each animal one whole bale and dividing the
remaining bales or they equally divide each bale
and share them equally between animals.
Student keeps the fraction as a mixed fraction and
either doesn't attempt or inaccurately makes it to
an improper fraction.
Student understands that the bales need to
partitioned equally and is able to show this
through a visual representation.
Student does not show awareness of how to
rename the fraction and uses the mixed number
fraction to guess final answer.
No mathematical process' were demonstrated.