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7.1 INTRODUCTION |
| In
this section the tasks which were identified as requiring logical
thinking and, consequently, having the potential to assess this skill
are presented and discussed. The working definition of logical thinking
in this research is that it is: |
Thinking
which is directed towards making deductions or presenting arguments. |
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| 7.2
THE LOGICAL THINKING TASKS |
| In
the table below the tasks the task judged to require logical thinking
skills are identified. The information given is: |
| • |
The assessment report |
| • |
The location of the item |
| • |
If the marking criteria for the item were considered. Indicated by
* |
| • |
The title of the item |
| • |
The year group assessed |
| • |
The task approach |
| • |
If the item appeared in the assessment of Maori students |
| • |
A brief description of the thinking aspect of the item |
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|
| Science
1995 |
| Page
9 |
Separating
mixtures |
Y4/8 |
Team |
| Page
10 |
Parachutes |
Y4/8 |
Team |
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|
Systematically
plan an experiment. |
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|
| Page
16* |
Classification |
Y8 |
1
- 1 |
| |
|
Sort
cards into groups. |
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|
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|
| Page
28 |
Batteries |
Y4/8 |
1
- 1 |
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|
Conduct
an experiment to see which batteries work. |
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|
| Page
43 |
Weather |
Y4 |
Team |
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|
Sort
cards into groups |
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|
| Graphs,
Tables and Maps 1995 |
| Page
26* |
Tuatua School
electricity |
Y4/8 |
Station |
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|
Why
do you think that the consumption in that month was lowest? |
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|
| Technology
1996 |
| Page
17* |
Crane |
Y4/8 |
1
- 1 |
| |
Tell
me how it works. |
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|
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|
| Page
18 |
Stapler |
Y4 |
Station |
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Explain
the function of each part. |
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|
| Page
21 |
Gift shop |
Y4/8 |
Station |
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Make
a package for soaps |
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|
|
|
| Reading
and Speaking 1996 |
| Page
46 |
Follow me |
Y4/8 |
Team |
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Tell
others how to perform tasks without showing them. |
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|
| Page
50* |
Nils and
Nelli |
Y4/8 |
Team |
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Put
cards in a suitable order |
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|
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|
| Information
Skills 1997 |
| Page
35* |
Chocolate
factory |
Y4/8 |
Station |
| |
Choose
cards to show the main steps in production and put them in order.
|
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|
| Mathematics
1997 |
| Page
18* |
Numbers in
squares |
Y4/8 |
Team |
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Put
numbers in squares to solve a problem. |
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|
| Page
51 |
Cut it out |
Y4/8 |
Station |
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Cut
folded paper to produce a given pattern. |
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|
| Page
55 |
Jumpers |
Y4/8 |
1
- 1 |
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Predict
the result of number line jumps. |
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|
| Page
58* |
Algebra,
statistics and logic items |
Y4/8 |
Independent
|
| |
Complete
number patterns. Explain. |
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|
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|
| Page
59 |
Number patterns |
Y4/8 |
Independent
|
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Write
missing numbers in patterns. |
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|
| Listening
and Viewing 1998 |
| Page
30* |
Robbers in
the night |
Y4/8 |
1
- 1 |
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Put
pictures in logical order. |
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|
| Science
1999 |
| Page
32* |
Ball bounce |
Y8 |
Team |
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Plan
an experiment |
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|
| Aspects
of Technology 2000 |
| Page
15 |
Puppet make-up |
Y4/8 |
1
- 1 |
Maori |
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Describe
how the puppet was made. |
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|
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|
| Page
16* |
Buzzer |
Y4/8 |
1
- 1 |
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Design
an electric circuit and explain. |
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|
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|
| Page
17 |
Peg basket
|
Y4/8 |
Independent |
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Explain
design features. |
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|
| Information
Skills 2001 |
| Page
37* |
Stop-Look-Think |
Y4/8 |
1
- 1 |
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Explain
what might happen next. |
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|
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|
| Social
Studies 2001 |
| Page
18 |
Tree troubles |
Y8 |
Team |
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Make
a case for cutting/not cutting down a tree. |
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|
| Mathematics
2001 |
| Page
43 |
Hedgehog |
Y4/8 |
1
- 1 |
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What
direction would you give me? |
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|
| Page
46 |
Paper folds |
Y4/8
|
Station |
Maori |
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Cut
folded paper to produce a given pattern. |
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|
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|
| Page
55* |
Statistics
items B |
Y4/8 |
Independent
|
Maori
|
| |
Explain
to Maria why she is right or wrong. |
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|
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|
| Page
56 |
Farmyard
race |
Y4 |
Team |
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|
| Page
57* |
Photo line-up |
Y8 |
Team |
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Arrange
cards logically. |
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|
| Listening
and Viewing 2002 |
| Page
21 |
Line up |
Y4/8 |
Station |
Maori
|
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Follow
instruction logically. |
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| Page
29 |
Santa gets
ready |
Y4/8 |
1
- 1 |
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Order
cards logically. |
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|
| Writing
2002 |
| Page
20 |
Opinions |
Y4/8 |
Station |
Maori
|
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Argue
your opinion logically. |
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|
| Page
23* |
Te Potiki
|
Y4/8 |
Station |
Maori
|
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Put
cards in logical order. |
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|
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|
| Science
2003 |
| Page
21 |
Sorting |
Y4/8 |
1
- 1 |
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Classify
objects, giving reasons. |
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| Page
22 |
Plants experiment
|
Y4/8 |
Team |
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Design
an experiment. |
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| Page
30 |
Sun shine |
Y4 |
1
- 1 |
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Explain
why the shadow is longer. |
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| Page
31 |
Swinging
marbles |
Y8
|
Station |
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What
happened? Why? |
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| Page
34 |
Runaway |
Y4/8 |
Team |
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Plan
an experiment. |
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| Page
38 |
Experimenting
with air and water |
Y4/8 |
1
- 1 |
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Explain
what happened. |
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| Page
39 |
What a muddle |
Y4 |
Team |
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Classify
materials. |
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| Page
40 |
Soak it up |
Y8 |
Team |
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Design
an experiment. |
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| Graphs,
Tables and Maps 2003 |
| Page
20 |
Renting a
car |
Y8
|
Station |
| |
Give
two reasons for your choice of car. |
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|
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| Page
30 |
Blackbeard's
map |
Y4/8 |
Station |
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Plan
a route. |
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