Assessment Task 2 (35%) – Evaluation and discussion of test items

Assessment Task 2 (35%) – Evaluation and discussion of test items

AITSL Standards:

This assessmeAITSL Standards:

This assessment provides the opportunity to develop evidence that demonstrates these Standards:

1.2        Understand how students learn

1.5        Differentiate teaching to meet with the specific learning needs of students across the full range of abilities.

2.1        Content and teaching strategies of the teaching area

2.4        Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation   between Indigenous and non-Indigenous Australians

2.6        Information and Communication Technology (ICT)

3.2        Plan, structure and sequence learning programs

3.3        Use teaching strategies

3.4        Select and use resources

5.4        Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1        Identify and plan professional learning needs

Assessment Task 2 (35%)  – NAPLAN Exercise –

Word count: 1400 words plus or minus 10%.The marker will stop reading at 1540 words.

The use of Artificial Intelligence (AI) is not permitted for this assessment.

(See also the statement regarding academic integrity on p. 12 of the Unit Outline and the Announcement posted on Monday May 27th.)

The National Assessment Program Literacy and Numeracy is known by the acronym NAPLAN. This assessment refers to the 2014 Year 5 NAPLAN Numeracy Assessment (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014).

It would be unfair to test Year 5 students on material they have not been taught. The Year 5 NAPLAN, administered early in each calendar year, is based predominately on topics in the Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.) from Year 4 and earlier. Use these subheadings in the essay: Introduction; Solutions and Approach; Accessibility; Teaching Intervention; Strategies; Reflection; Conclusion.

A.  Solutions and approach (4 marks; Suggestion: 200 words)

Provide the solutions, and a brief account of ways a Year 5 child can be expected to find these, for questions 7, 27 and 31 of the 2014 Year 5 NAPLAN Numeracy Assessment (ACARA, 2014). There may be more than one productive way to solve some questions.

B.  Accessibility (5 marks; Suggestion: 200 words)

In Implications for Teaching Mathematics Van de Walle et al. (2019) discuss use of prior knowledge, communication and seeing connections to real contexts and situations (pp. 28-31). With these points in mind, explain how Q14 (tents), Q22 (dog picture) and Q33 (going for a walk) may not be as accessible for some diverse groups of students are they are for others.

C.  Teaching Intervention (5 marks; Suggestion: 200 words)

For Question 20, providing academic support such as Growing Patterns in Van de Walle et al. (2019, pp. 314-315), (in second edition: Van de Walle et al. (2024, pp. 313-314), explain how a teacher might prepare a suitable teaching intervention which would help students with this question.  Also, provide an indicative screenshot of a suitable resource to be used in the teaching intervention. Suitable resources can be found at Scootle (Education Services Australia, 2022), Problemo (Australian Mathematics Trust, n. d.) or Mathspace (Mathspace, n. d.).

D.  Strategies (8 marks; Suggestion 400 words)

Detail two quite different productive strategies for solving Question 29 and two quite different productive strategies for solving Question 36. 

E.  Reflection (8 marks; Suggestion: 400 words)

Provide a considered reflection, supported with academic citation, on the Number questions in this NAPLAN test. Describe aspects which contribute to a question being fair and to being a worthwhile reflection of the Australian Curriculum: Mathematics (Australian Curriculum: Mathematics Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.).

Presentation Notes

For academic writing in this assessment, 5 marks are available.

Writing should be clear, succinct and it should comply with APA 7th edition style, with the exceptions that subheadings and limited use of dotpoints are permitted. Note that the word count includes all text (headings, in-text citations, captions and direct quotations). The word count excludes the endtext References.

Writing is to be in “third person” throughout the essay (no use of “I” or “my”, for example).

The required format for assessments in The Numerate Educator is:

• 11 point Calibri (or similar) font, left margin 2 cm, right margin 4 cm, 1.5 line spacing. 
• The wide right margin and 1.5 line spacing are to allow for markers to insert comments. 
• In this unit, page numbers are required in all citations, whether these are quotation or paraphrasing.
• Endtext referencing for The Numerate Educator is made in 11 point Calibri (or similar) font and 1.5 line spacing. Endtext begins on a new page with the word Reference or References, centred and in bold. Each citation is presented in alphabetical order of author, separated with a line break. Endtext references are Hanging Paragraphs.

Upload your assessment as a single Word document, labelled as <LAST NAME_STUDENT ID _TNE_A2>

References

Australian Curriculum: Mathematics (Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.). Australian Curriculum: Mathematics. 

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Year 5 NAPLAN Numeracy test.

Australian Mathematics Trust (n. d.). Problemo.

Education Services Australia (2022). Scootle. 

Mathspace (n. d.). Mathspace. 

Van de Walle, J., Karp, K., Bay-Williams, J. & Brass, A. (2019). Primary and middle years mathematics (1st Australian ed.). Pearson.

Van de Walle, J., Karp, K., Bay-Williams, J. & Brass, A. (2024). Primary and middle years mathematics (2nd Australian ed.). Pearson.

nt provides the opportunity to develop evidence that demonstrates these Standards:

1.2        Understand how students learn

1.5        Differentiate teaching to meet with the specific learning needs of students across the full range of abilities.

2.1        Content and teaching strategies of the teaching area

2.4        Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation   between Indigenous and non-Indigenous Australians

2.6        Information and Communication Technology (ICT)

3.2        Plan, structure and sequence learning programs

3.3        Use teaching strategies

3.4        Select and use resources

5.4        Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1        Identify and plan professional learning needs

Assessment Task 2 (35%)  – NAPLAN Exercise –

Word count: 1400 words plus or minus 10%.The marker will stop reading at 1540 words.

The use of Artificial Intelligence (AI) is not permitted for this assessment.

(See also the statement regarding academic integrity on p. 12 of the Unit Outline and the Announcement posted on Monday May 27th.)

The National Assessment Program Literacy and Numeracy is known by the acronym NAPLAN. This assessment refers to the 2014 Year 5 NAPLAN Numeracy Assessment (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014).

It would be unfair to test Year 5 students on material they have not been taught. The Year 5 NAPLAN, administered early in each calendar year, is based predominately on topics in the Australian curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.) from Year 4 and earlier. Use these subheadings in the essay: Introduction; Solutions and Approach; Accessibility; Teaching Intervention; Strategies; Reflection; Conclusion.

A.  Solutions and approach (4 marks; Suggestion: 200 words)

Provide the solutions, and a brief account of ways a Year 5 child can be expected to find these, for questions 7, 27 and 31 of the 2014 Year 5 NAPLAN Numeracy Assessment (ACARA, 2014). There may be more than one productive way to solve some questions.

B.  Accessibility (5 marks; Suggestion: 200 words)

In Implications for Teaching Mathematics Van de Walle et al. (2019) discuss use of prior knowledge, communication and seeing connections to real contexts and situations (pp. 28-31). With these points in mind, explain how Q14 (tents), Q22 (dog picture) and Q33 (going for a walk) may not be as accessible for some diverse groups of students are they are for others.

C.  Teaching Intervention (5 marks; Suggestion: 200 words)

For Question 20, providing academic support such as Growing Patterns in Van de Walle et al. (2019, pp. 314-315), (in second edition: Van de Walle et al. (2024, pp. 313-314), explain how a teacher might prepare a suitable teaching intervention which would help students with this question.  Also, provide an indicative screenshot of a suitable resource to be used in the teaching intervention. Suitable resources can be found at Scootle (Education Services Australia, 2022), Problemo (Australian Mathematics Trust, n. d.) or Mathspace (Mathspace, n. d.).

D.  Strategies (8 marks; Suggestion 400 words)

Detail two quite different productive strategies for solving Question 29 and two quite different productive strategies for solving Question 36. 

E.  Reflection (8 marks; Suggestion: 400 words)

Provide a considered reflection, supported with academic citation, on the Number questions in this NAPLAN test. Describe aspects which contribute to a question being fair and to being a worthwhile reflection of the Australian Curriculum: Mathematics (Australian Curriculum: Mathematics Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.).

Presentation Notes

For academic writing in this assessment, 5 marks are available.

Writing should be clear, succinct and it should comply with APA 7th edition style, with the exceptions that subheadings and limited use of dotpoints are permitted. Note that the word count includes all text (headings, in-text citations, captions and direct quotations). The word count excludes the endtext References.

Writing is to be in “third person” throughout the essay (no use of “I” or “my”, for example).

The required format for assessments in The Numerate Educator is:

• 11 point Calibri (or similar) font, left margin 2 cm, right margin 4 cm, 1.5 line spacing. 
• The wide right margin and 1.5 line spacing are to allow for markers to insert comments. 
• In this unit, page numbers are required in all citations, whether these are quotation or paraphrasing.
• Endtext referencing for The Numerate Educator is made in 11 point Calibri (or similar) font and 1.5 line spacing. Endtext begins on a new page with the word Reference or References, centred and in bold. Each citation is presented in alphabetical order of author, separated with a line break. Endtext references are Hanging Paragraphs.

Upload your assessment as a single Word document, labelled as <LAST NAME_STUDENT ID _TNE_A2>

References

Australian Curriculum: Mathematics (Australian Curriculum, Assessment and Reporting Authority [ACARA], n. d.). Australian Curriculum: Mathematics. 

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2014). Year 5 NAPLAN Numeracy test.

Australian Mathematics Trust (n. d.). Problemo.

Education Services Australia (2022). Scootle. 

Mathspace (n. d.). Mathspace.

Van de Walle, J., Karp, K., Bay-Williams, J. & Brass, A. (2019). Primary and middle years mathematics (1st Australian ed.). Pearson.

Van de Walle, J., Karp, K., Bay-Williams, J. & Brass, A. (2024). Primary and middle years mathematics (2nd Australian ed.). Pearson.

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