3. Maths assessment methods – completed version
Assessment methods for Maths assignments
Assessment method
Characteristics
Compliance with
principles of
assessment
Positive features
Negative features
(with solutions)
Set exercises e.g
examination or test.
Specific, open and
closed questions for
immediate response.
Marked by tutor
Validity
Dependent on questions
being linked to AC and
grading criteria.
Reliability and consistency
With a well-planned
marking scheme should
be a high level
Fitness for purpose
Dependent on diploma
and progression routes
involved and relevance of
assessment strategy
Inclusivity
Dependent on questions,
use of language, a
sufficiency of time,
appropriateness to
diploma
Authenticity
Should be high
Easy to control content
and outcomes through
closed questions
Can be unimaginative and
uninteresting (place
questions into relevant
context, link to other units
where data is collected)
Specific questions
Questions open or closed
Immediate response
required
Stressful for students
Formal assessment e.g.
exam
Informal assessment e.g.
quiz
Time constrained
Set date and time
Independent completion
Regulated/controlled
situation and responses
Can be numerically
marked
Sufficiency
Question should be at
level 3, but not above.
Currency
Consistent with current
thinking and practice in
the assessment of maths
Extent of challenge can be
controlled through use of
open or closed questions
Fewer problems over
meeting deadline for
completion
Too much assessed at one
time (increase the number
of short time constrained
assessments to spread the
load, do in class to reduce
stress, build a portfolio)
Authenticity assured
With a marking scheme
reliability and consistency
high.
The use of open questions
leads to an “approach or
process based focus”
which is more useful in
real situations.
Stressful for students
(allow access to formulae
sheets during assessment,
have a flexible time limit,
pre-assessment questions
in draft test etc)
Closed questions can lead
to “answer based focus”
only (include open
questions)
Can lead to over
assessment e.g.one
question per AC or part of
AC.(use problem solving
questions AC skills can be
demonstrated
Best for…?
Diplomas where high
order maths skills are
required in scientific
calculations or are
integral to the unit
content.
In Diplomas where
progression is to HE
programmes where high
order maths skills are
required.
Where authenticity is
paramount.
In preparation for
performing calculations
under pressure and where
a high level of
competency is required.
3. Maths assessment methods – completed version
Assessment methods for Maths assignments
Assessment method
Characteristics
Compliance with
quality criteria
Problem solving:
consideration of a
particular, relevant
situation or example
selected by the tutor
or students, which
enables students to
apply knowledge and
skills to specific
situations
Marked by tutor or automarked electronically
Validity
Dependent on being
linked to AC and grading
criteria.
Reliability and consistency
With a well-planned
marking scheme should
be a high level
Fitness for purpose
Dependent on diploma
and progression routes
involved and relevance of
assessment strategy.
Inclusivity
Dependent on questions,
use of language, a
sufficiency of time,
appropriateness to
diploma
Authenticity
Should be high – however
report may require clear
referencing – danger of
plagiarism
Sufficiency
Skills required should be
at level 3, but not above.
Currency
Consistent with current
thinking and practice in
assessment
Can involve numerical
marking (GD 1/3)
Specific procedure and
questions
Questions open or closed
Deadline to work to
Independent or group
work
Regulated/controlled
format (e.g. structure,
word count etc.)
Can select relevant
situation
Could be part of an
integrated assignment.
Positive features
Negative features
(with solutions)
Best for…?
Easy to control content
and outcomes
Can be unimaginative and
uninteresting (place
activities into context, link
to other units)
In Diplomas where
progression is to HE
programmes where high
levels of problem solving
skills are required as a
pre-requisite.
Extent of challenge can be
controlled through use of
clear instructions
With a marking scheme
reliability and consistency
high.
Can raise awareness of
Health & Safety issues
Can be too much assessed
at one time
Possible problems over
meeting deadline for
completion – requires
excellent time
management strategies
Report may require clear
references
Can involve practical work
- can be stressful for
students (allow access to
formulae sheets, if
possible have a flexible
time limit, pre-practice
with practical equipment)
Have to be careful
regarding context – is it
inclusive? – will all
students understand the
context?
3. Maths assessment methods – completed version
Assessment methods for Maths assignments
Assessment method
Characteristics
Compliance with
quality criteria
Portfolio building: a
structured collection
of documents which
evidence the
achievement of LOs
and AC. The
documents will be
mapped to the LOs. It
may be necessary to
have a short
explanation of how
the particular
document evidences
achievement for a
specific LO.
Most (all?) content
marked by tutor
Validity
Dependent on marking of
content being linked to AC
and grading criteria.
Reliability and consistency
With a well-planned
marking scheme(s) should
be a high level
Fitness for purpose
Dependent on diploma
and progression routes
involved and relevance of
assessment strategy.
Excellent for EM viewing
Inclusivity
Dependent on questions,
use of language, a
sufficiency of time,
appropriateness to
diploma
Authenticity
Should be high – requires
clear referencing
throughout
Sufficiency
Tasks should be at level 3,
but not above.
Currency
Consistent with current
thinking and practice in
assessment
Requires good time
management &
organisation
Deadline to work to
Independent
Regulated/controlled
format (e.g. structure,
word count etc.)- requires
clear instructions
regarding completion
(e.g. cover sheet,
exemplar portfolio to
utilise to ensure structure
is as requested)
Could be an electronic
portfolio
Could use electronic
assessment methods
(e.g.’My Maths’)
Better suited to L2 and
ungraded L3 assignments
Positive features
Negative features
(with solutions)
Best for…?
Can be imaginative and
interesting
Can be stressful for
students – requires clear
time management
strategies in order to
meet deadlines over an
extended time period
In Diplomas where
progression is to HE
programmes where high
levels of organisation is
required as a prerequisite.
Allows easy access by
External moderator to
evidence of achievement
(this could be an in-course
or end-of-course EM
activity)
Possible authenticity
issues
Requires a clear marking
scheme – however
reliability and consistency
can be variable.
A strategy for ongoing
feedback required as the
portfolio is built up .
Where authenticity is
paramount.
Useful for L2 and L3U
Maths units
End-of-course summative
portfolio useful for EM