COURSE DESIGNDOES THE DAMN THING WORK?

LIAR DID YOU DESIGN IT?

YOU IDIOT

NO PROBLEMS

OH NODOES ANYONE

KNOW?

ARE YOU GOING TO

BE IN TROUBLE?

CAN YOU BLAME SOMEONE ELSE?

Yes

Yes

YesYes

Yes

No

No

No

No

No

KEY CONSIDERATIONS FOR NORTHCOTE

What are the fundamental themes in the AO’s that our students need to learn?

How can the themes be linked from course to course and year to year?

Endorsements

Workload for teachers and teacher “buy in”

Engagement, relevance and usefulness of units of work

Assessment

Pathways

11MTA COURSE (ACADEMIC COURSE)91026: Apply

numeric reasoning in

solving problems

91027: Apply algebraic

procedures in solving

problems

91028: Investigate relationships

between tables, equations and

graphs

91031: Apply geometric

reasoning in solving

problems

91037: Demonstrate

understanding of chance and

data• Linear

proportions• Primes,

multiples, factors, powers

• Fractions, decimals, percentages, integers and conversions

• Standard form, sig figs, rounding, decimal place value

• Integer and fractional powers

• Rates

• Generalise operations with fraction sand integers

• Generalise operations with rational numbers and exponents

• Form and solve linear equations , inequations, quadratic, simple exponential equations and simultaneous equations with two unknowns

• Optimal solutions using numerical approaches

• Solve linear equations , inequations, quadratic, simple exponential equations and simultaneous equations with two unknowns

• Relate graphs, tables, equations to relationship

• Relate rate of change to gradient

• Angles intersecting lines, parallel lines, polygons

• Similar shapes, proportional reasoning

• Trigonometric ratios and Pythagorus’ theorem in two dimensions

• Angle properties related to circles

• Evaluate statistical investigations or probability activities

• Calculate probabilities

• Evaluate statistical reports

• Investigate situations involving elements of chance

20Actively look to reduce assessmentIf standards unsuitable/unworkable do not assessStudent performance National/Decile 9

11MTN COURSE (TOWARDS NUMERACY)91026: Apply

numeric reasoning in

solving problems

91029: Apply linear algebra

in solving problems

91032: Apply right-angled triangles in

solving measurement

problems• Linear proportions

• Primes, multiples, factors, powers

• Fractions, decimals, percentages, integers and conversions

• Standard form, sig figs, rounding, decimal place value

• Integer and fractional powers

• Rates

• Form and solve linear equations

• Solve linear equations and inequations and simultaneous equations

• Relate graphs, tables and equations to linear relationships

• Relate rate of change to the gradient

• Use trigonometric ratios and Pythagorus’ theorem

• Similar shapes and proportional reasoning

• Select and use appropriate metric units for length and area

• Measure at an appropriate level of precision

91031: Apply geometric

reasoning in solving

problems

91033: Apply knowledge of

geometric representations

in solving problems:

• Construct and describe loci

• Points and lines on coordinate planes, scale and bearings on maps

• Nets for polyhedra, connecting three dimensional solids with different representations

• Coordinate plane or map to show points in common or loci

91038: Investigate a situation

involving elements of chance

• Compare and describe variation between theoretical and experimental distributions in situations involving chance

• Investigate situations that involve elements of chance

20

12MTA91257: Apply graphical methods in solving

problems

91261: Apply algebraic methods in solving problems

91262: Apply calculus methods in solving problems

91261: Apply probability methods in solving problems

17

12MTN91257: Apply graphical methods in solving

problems

91256: Apply co-ordinate geometry methods in solving problems

91258: Apply sequences and series in solving problems

91259: Apply trigonometric relationships in solving problems

17 - 19

91260: Apply network methods in solving problems

91268: Investigate a situation involving elements of chance using a simulation

91260: Apply network methods in solving problems

91261: Apply probability methods in solving problems

PLD through first term on new approach to graphs12MTA course just finished single internal, remainder of year to focus on teaching and learning in depth not rushing for assessments

SENIOR MATHEMATICS PATHWAYS

13CAL12MTA

13STA11MTA

11MTN 12MTN ?

ASSESSMENT

Problem – whilst standards we chose matched, assessment tasks provided on TKI did not. So we have had to look at developing our own tasks and there has been a lot of debate around this.

Our tasks needed to reflect the teaching and learning that had occurred in the units, students should be given the best possible opportunity to showcase their learning of the AO’s the course had emphasized.

Andy Begg on rich learning activities

• Sound assessment tasks are vitally important and whilst there is a huge body of research around principles underpinning design of tasks, there is no one ‘style’ of task that is more valid than others across all situations.

• Teachers/MU holders who feel confident in interpreting the standards should feel empowered to try to write tasks and get constructive feedback about the tasks from as many sources as possible (colleagues, moderators, Team Solutions etc)

• Moderators do not hold a monopoly on the style of assessment in regard to the SOLO framework. Whilst their judgements about style are valid in contexts specific for themselves, they cannot make ‘value’ judgements about the style of tasks others have written. Their feedback should only be in regard to the standard itself not the style of presentation of the problem.

Hattie, J. & Purdie, N. (1998) The Solo model: Addressing fundamental measurement issues. In Dart, B. & Boulton-Lewis, G. M. (Eds.) Teaching and learning in higher education. Camberwell, Vic, Australian Council of Educational Research.Hattie, J.A.C. & Brown, G. T. L. (2004). Cognitive processes in assessment items: SOLO taxonomy (Tech. Rep. No. 43). Auckland, NZ: University of Auckland, Project asTTle.

There are many similarities between the Bloom and SOLO taxonomies. It is necessary when using both taxonomies to know the context of learning, and it is expected that the questions asked follow from some form of instruction or prior exposure to the information required. There is also the premise that the concepts in the instruction are hierarchical. There are also fundamental differences between the Bloom and SOLO taxonomies. The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited(see Schrag, 1989), whereas in the SOLO taxonomy both the questions and the answers can be at differing levels. Whereas Bloom separates 'knowledge' from the intellectual abilities or process that operate on this 'knowledge' (Furst, 1981), the SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Knowledge, therefore, permeates across all levels of the SOLO taxonomy.