Types of formal assessment for Mathematics
Tests and examinations These are individual assessment tasks. Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions.
Each test and examination must cater for a range of cognitive levels in the correct allocation (see the table below).
Cognitive level
Knowledge ≈ 25%
Description of skill to be demonstrated
y Estimation and appropriate rounding of numbers y Straight recall y Identification and direct use of correct formula y Use of mathematical facts y Appropriate use of mathematical vocabulary
Routine
procedures ≈ 45%
Complex procedures ≈ 20%
y Performing of well-known procedures y Simple applications and calculations which might involve many steps y Derivation from given information may be involved y Identification and use (after changing the subject) of correct formulae generally similar to those encountered in-class
y Problems involving complex calculations and/or higher-order reasoning y Investigate elementary axioms to generalise them into proofs for straight line geometry, congruence and similarity
y No obvious route to the solution y Problems not necessarily based on real-world contexts y Making significant connections between different representations y Require conceptual understanding
Problem-solving ≈ 10%
Projects
Learners complete one project in Mathematics in each grade. Projects can be used to test a range of skills and competencies. It is prescribed that learners complete a project in Term 4 of each grade. Projects must provide learners with the ability to demonstrate their understanding of a mathematical concept and apply it to a real− life situation. Be wary of prescribing projects that are beyond the cognitive level of the learners, or that will simply involve replicating or “cutting and pasting” facts and data from reference material.
Assignments
An assignment is also an individual task, similar to tests and examinations. However, assignments should be an extended piece of work with a focus on more demanding work than that covered in-class. Three assignments per year are required by the CAPS. Assignments can include past questions, but should also include more challenging aspects encouraging the learner to use additional material to help them. Assignments can be completed at home.
Section 2: Planning and assessment 17
y Unseen non-routine problems (which are not necessarily difficult) y Higher-order understanding and processes are often involved y Might require the ability to break the problem down into its constituent parts
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