Assessment Criteria


    Malmö International School





Mathematics assessment criteria: Year 4

Criterion A: Knowing and understanding

Maximum: 8

At the end of year 4, students should be able to:

  1. select appropriate mathematics when solving problems

  1. apply the selected mathematics successfully when solving problems

  1. solve problems correctly in both familiar and unfamiliar situations in a variety of contexts.

Achievement level
Level descriptor

0

The student does not reach standard described by any of the descriptors below.



1-2

The student is able to:

  1. select appropriate mathematics when solving simple problems in familiar situations.
  2. apply the selected mathematics successfully when solving these problems.
  3. generally solve these problems correctly.


3-4

The student is able to:

  1. select appropriate mathematics when solving more complex problems in familiar situations.
  2. apply the selected mathematics successfully when solving these problems.
  3. generally solve these problems correctly.



5-6

The student is able to:

  1. select appropriate mathematics when solving challenging problems in familiar situations.

  1. apply the selected mathematics successfully when solving these problems.

  1. generally solve these problems correctly.



7-8

The student is able to:

  1. select appropriate mathematics when solving challenging problems in both familiar  and unfamiliar situations.
  2. apply the selected mathematics successfully when solving these problems.
  3. generally solve these problems correctly.

Criterion B: Investigating patterns

Maximum: 8

At the end of year 4, students should be able to:

  1. select  and apply appropriate mathematical problem-solving techniques to discover complex patterns.

  1. describe patterns as relationships and/or general rules with findings.

  1. prove, verify and justify relationships and/or general rules.

Achievement level
Level descriptor

0

The student does not reach standard described by any of the descriptors below.



1-2

The student is able to:

  1. apply, with teacher support , mathematical problem-solving techniques to discover simple patterns.

  1. state predictions consistent with patterns.


3-4

The student is able to:

  1. apply mathematical problem-solving techniques to discover somple patterns.

  1. suggest relationships and/or general rules consistent with findings.




5-6
The student is able to:

  1. select and apply mathematical problem-solving techniques to discover complex patterns.

  1. describe patterns as relationships and/or general rules consistent with findings.

  1. verify the validity of these relationships and/or general rules.



7-8
The student is able to:

  1. select and apply mathematical problem-solving techniques to discover complex patterns.

  1. describe patterns as relationships and/or general rules with findings.

  1. prove, verify and justify these relationships and/or general rules.

Criterion C: Communicating

Maximum: 8

At the end of year 4, students should be able to:

  1. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations.

  1. use appropriate forms of mathematical representation to present information.

  1. move between different forms of mathematical representation.

  1. communicate complete and coherent mathematical lines of reasoning.

  1. Organize information using a logical structure.

Achievement level
Level descriptor

0

The student does not reach standard described by any of the descriptors below.



1-2
The student is able to:

  1. use some appropriate mathematical language.

  1. use different forms of mathematical representation to present information adequately.

  1. communicate through lines of reasoning that are difficult  to interpret.


3-4
The student is able to:

  1. use some appropriate mathematical language.

  1. use appropriate forms of mathematical representation to present information.

  1. communicate through lines of reasoning that complete.

  1. adequately organize information using a logical structure.



5-6
The student is able to:

  1. usually use appropriate mathematical language.

  1. usually use appropriate forms of mathematical representation to present information correctly.

  1. usually move between different forms of mathematical representation with some success.

  1. communicate through lines of reasoning that are clear and coherent.

  1. present work that is often organized using a logical structure.



7-8
The student is able to:

  1. consistently use appropriate mathematical language.

  1. use appropriate forms of mathematical representation to present information correctly.

  1. move between different forms of mathematical representation.

  1. communicate through lines of reasoning that are complete.

  1. present work that is consistently organized using a logical structure.



Criterion D: Applying mathematics in real-life contexts

Maximum: 8

At the end of year 4, students should be able to:
  1. identify relevant elements of the authentic real-life situations.

  1. select appropriate mathematical strategies when solving authentic real-life situations.

  1. apply the selected mathematical strategies successfully to reach the authentic real-life situation.

  1. justify the degree of accuracy of the solution.

  1. Describe completely whether the solution makes sense in the context of the authentic real-life situation.

Achievement level
Level descriptor

0

The student does not reach standard described by any of the descriptors below.



1-2
The student is able to:

  1. identify some of the elements of the authentic real-life situation.

  1. apply mathematical strategies to find a solution to the authentic real-life situation, with limited success.





3-4

The student is able to:

  1. identify the relevant elements of the authentic real-life situation.

  1. select with some success, adequate mathematical strategies to model the authentic real-life situation, with limited success.

  1. apply mathematical strategies to reach a solution to the authentic real-life situation, with limited success.

  1. describe whether the solution makes sense in the context of the authentic real-life situation





5-6

The student is able to:

  1. identify relevant elements of the authentic real-life situation.

  1. select adequate mathematical strategies to model the authentic real-life situation.

  1. apply the selected mathematical strategies to reach a valid solution to the authentic real-life situation.

  1. State the degree of accuracy of the solution.

  1. explain whether the solution makes sense in the context of the authentic real-life situation.





7-8
The student is able to:

  1. identify relvant elements of the authentic real-life situation.

  1. select adequate mathematical strategies to model the authentic real-life situation.

  1. Apply the selected mathematical strategies to reach a correct solution to the authentic real-life situation.

  1. Justify the degree of accuracy of the solution.

  1. Describe whether the solution makes sense in the context of the authentic real-life situation.

















No comments:

Post a Comment

Subscribe to: Posts (Atom)