Using progression points for diagnostic (formative) assessment : chance

Gough, John 2009, Using progression points for diagnostic (formative) assessment : chance, in MAV 2009 : Mathematics of Prime Importance : Proceedings of the Mathematical Association of Victoria 46th Annual Conference, The Mathematical Association of Victoria, Brunswick, Vic., pp. 87-95.

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Title Using progression points for diagnostic (formative) assessment : chance
Author(s) Gough, John
Conference name Mathematical Association of Victoria. Conference (46th : 2009 : Bundoora, Vic.)
Conference location Bundoora, Vic.
Conference dates 3-4 Dec. 2009
Title of proceedings MAV 2009 : Mathematics of Prime Importance : Proceedings of the Mathematical Association of Victoria 46th Annual Conference
Editor(s) Martin, Dona
Fitzpatrick, Tina
Hunting, Robert
Itter, Diane
Lenard, Christopher
Mills, Terence
Milne, Lex
Publication date 2009
Start page 87
End page 95
Total pages 9 p.
Publisher The Mathematical Association of Victoria
Place of publication Brunswick, Vic.
Keyword(s) mathematics
Summary Find every Chance-related Progression Point, in Level-order, from Prep to Year 10. Translate each Progression Point into a pencil-and-paper task. This makes a developmentally or progressively graded worksheet-like ''diagnostic profile' for assessing knowledge of and skills with Chance. It is diagnostic because it starts with easy, early questions, and progressively gets harder and harder as the concepts and skills in the Chance curriculum develop. Presenting this diagnostic profile to students at the beginning of a unit of work on Chance gives invaluable formative assessment information to guide your teaching. Using the same profile, or a parrallel version at the end of the unit provides before-and-after summative assessment of the students' learning during the unit.
ISBN 9781876949495
Language eng
Field of Research 130199 Education systems not elsewhere classified
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024191

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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