Jackie ScheiberRADMASTE Centre

Wits University

LEARNING OUTCOMES

LO1Numbers

and Operations in Context

LO2Functional Relation-

ships

LO3Space,

Shape and Measure-

ment

LO4Data

Handling

% of each paper

allocated to each LO

25% ± 5%

25% ± 5%

25% ± 5%

25% ± 5%

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Make sure you are teaching the CORE Assessment Standards – page 7 to page 15 in the Exam Guidelines◦ No trig◦ No linear programming◦ No algebra◦ Must teach tree diagrams and 2-way

contingency tables

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TABLES◦ Tables that show Functional Relationships -

LO2.◦ All other tables - LO4.

CONVERSIONS◦ Money conversions fall under LO1◦ Conversions of measurements fall under LO3

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Each question should be set on a different context.

Each context should contain questions from at least two different LO’s

Contexts should not interfere with the mathematics or detract from the mathematics

As far as possible, contexts should be relevant to the learners

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Where necessary, diagrams and explanations of terms should be provided in order to make each context clear to the learners

Language should be simple and sentences should be short. Where possible, the present tense should be used when describing the context.

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A basic knowing and routine applications paper that consists of between 5 and 8 shorter questions

Each question should be set on a separate context

Each context should contain questions from at least 2 different Learning Outcomes.

Approximately 25% of marks from each Learning Outcome

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Question 1 – basic calculations and simple context questions

Question 2 – simple short context questions divided into sub-questions.

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An applications, reasoning and reflecting paper

Consists of between 4 and 6 longer questions

Questions require more interpretation and application than Paper 1.

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Approximately 25% of the marks allocated to each Learning Outcome

Each question is set on a different context

Each context should contain questions from at least two different Learning Outcomes

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Assessment should be pitched at different levels of cognitive demand.

◦LEVEL 1 Knowing

◦LEVEL 2 Applying routine procedures in familiar contexts

◦LEVEL 3 Applying multi-step procedures in a variety of contexts

◦LEVEL 4 Reasoning and reasoning

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This means that …

◦ At one end of the spectrum there should be tasks that require the learners to reproduce facts (knowing).

◦ At the other end of the spectrum there should be tasks that require the learners to analyse and explain their conclusions, and use varied and complex methods and approaches (reasoning and reflecting)

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The 4 levels of the ML Assessment Taxonomy

Grade 12

Paper 1 Paper 2Overall

allocation

Level 1: Knowing60% ± 5%

~ 90 marks

30% ± 5%

Level 2: Applying routine procedures in familiar contexts

40% ± 5%~ 60

marks

20% ± 5%~ 30

marks30% ± 5%

Level 3: Applying multi-step procedures in a variety of contexts

40% ± 5%~ 60

marks20% ± 5%

Level 4: Reasoning and reflecting

40% ± 5%~ 60

marks20% ± 5%

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Make sure you are aware of the suggested interpretation of the Taxonomy Levels – page 16 to page 20 in the Exam Guidelines

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1. Get into small groups2. Look at the resources/context sheets and

decide which context your group is going to work on

3. Taking all the technical requirements into account, design ONE question of between 10 and 20 marks using your context

4. Write your question on the flip chart paper5. Indicate the LO’s covered and the

taxonomy levels of each sub-question.

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