|
7.3 MARKING CRITERIA FOR LOGICAL THINKING TASKS |
In
this section the marking criteria used in the NEMP assessments are
considered for a number of the tasks which were judged to involve
logical thinking. The intention is to examine the extent to which
the criteria capture the logical thinking aspect of the tasks. In
the table below the tasks selected are given together with those
parts of the marking criteria which relate to the logical thinking
aspects of the tasks. The coding categories for the responses are
also given. |
| |
| 7.3.1
Science |
| |
| 1995 |
|
|
|
|
| Task: |
|
|
|
|
| Page
16 |
Classification |
Y8 |
1
- 1 |
|
| |
|
Sort
cards into groups. |
| Marking
Criteria: |
| |
|
Sorted
cards into piles |
Yes
/ No |
|
| |
|
Provided
reasons to differentiate between groups |
Yes
/ No |
|
| |
|
Gave
defensible reasons |
Yes
/ No |
|
| Comment: |
| |
|
The criteria do not seem to capture the logical
nature of the task very well. |
| |
|
|
| 1999 |
|
| Task: |
|
| Page
32 |
Ball bounce |
Y8 |
Team |
|
| |
|
Plan
an experiment |
| Marking
Criteria: |
| |
R12 |
Predictions
and discussion for 6th ball |
| |
Rating
for discussion of the probable ranking of the 6th ball, the arguments
presented and discussion of results if different from prediction. |
Very Good:
|
good
ideas and interpretive skills |
Moderate:
|
some
good ideas and interpretive skills |
Poor:
|
lacking
good ideas and interpretive skills |
| Comment: |
| |
The
criteria do seem to capture the logical nature of the task. |
| |
| 7.3.2
Graphs, Tables and Maps |
| |
|
|
| 1995 |
|
| Task: |
|
| Page
26 |
Tuatua School
electricity |
Y4/8 |
Station |
|
| |
|
Why
do you think that the consumption in that month was lowest? |
| Marking
Criteria: |
| |
3b |
No
reasonable answer
Some relevant BUT some irrelevant information
Referred to graph
Appropriate response |
| Comment:
|
| |
|
The
criteria do not seem to capture the logical nature of the task very
well. |
| |
|
|
| 7.3.3
Technology |
| |
|
|
| 1996 |
|
| Task:
|
|
| Page
17 |
Crane |
Y4/8 |
1
- 1 |
|
| |
|
Tell
me how it works. |
| Marking
Criteria: |
| |
3 |
Why
large cog makes the string move more quickly. |
| |
|
Clearly
explains effect of more teeth on cog
|
| |
|
Vague
explanation - with some merit
|
| |
|
No idea
|
| Comment: |
| |
|
The criteria do seem to capture the logical nature of the task |
| |
|
|
| 2000 |
|
| Task: |
|
| Page
16 |
Buzzer |
Y4/8 |
1
- 1 |
|
| |
|
Design
an electric circuit and explain. |
| Marking
Criteria: |
| |
|
None
of the criteria relate to the explanations which were required in
the task. |
| Comment:
|
| |
|
There
is presumably some logical thinking behind the design, but the criteria
do not seem to capture this well. |
| |
|
|
| 7.3.4
Reading and Speaking |
| |
|
|
| 1996 |
|
| Task:
|
|
| Page
50 |
Nils and
Nelli |
Y4/8 |
Team |
|
| |
|
Put
cards in a suitable order |
| Marking
Criteria: |
| |
|
1 Story links pictures sensibly |
| |
|
Weak
|
Moderate
|
Strong |
|
| Comment: |
| |
|
The
criteria do seem to capture the logical nature of the task. |
| |
|
|
| 7.3.5
Information Skills |
| |
|
|
| 1997 |
|
| Task:
|
|
| Page
35 |
Chocolate
factory |
Y4/8 |
Station |
|
| |
|
Choose
cards to show the main steps in production and put them in order. |
| Marking
Criteria: |
| |
3 |
Has
the student chosen the cards which are not part of the main steps
|
Yes
/ No |
|
| |
5 |
Order of remaining cards Look at each letter the student has identified
and count the number of places it is from the correct placement of
that letter on the template. Total the score. |
| Comment: |
| |
|
There
is presumably some logical thinking behind the selection, but the
criteria do not seem to capture this well. |
| |
|
|
| 2001 |
|
| Task: |
|
| Page
37 |
Stop-Look-Think |
Y4/8 |
1
- 1 |
|
| |
|
Explain
what might happen next. |
| Marking
Criteria: |
| |
|
The
section asking for an explanation of what might happen next was not
marked. |
| |
|
Comment: |
| |
|
The
criteria do not seem to capture the logical nature of the task. |
| |
|
|
| 7.3.6
Mathematics |
| |
|
|
| 1997 |
|
| Task: |
|
| Page
18 |
Numbers in
squares |
Y4/8 |
Team |
|
| |
|
Put
numbers in squares to solve a problem. |
| Marking
Criteria: |
| |
1ci |
Evidence
of a sophisticated strategy |
Yes
/ No |
|
| |
1cii |
Evidence
of a systematic trial and error |
Yes
/ No |
|
| 1ciii |
Random
trial and error |
Yes
/ No |
|
| 3i |
Did
they suggest a strategy which takes into account the pattern? |
Yes
/ No |
|
| 3ii |
Did
they suggest systematically changing one of the numbers? |
Yes
/ No |
|
| 3iii |
Did
they suggest randomly changing numbers? |
Yes
/ No |
|
| |
|
|
|
| 4 |
From
their work and the strategies they suggest was there: |
| |
evidence
of a systematic plan which took account of the numbers? evidence of
a plan which did not take account of the numbers? no evidence of following
a plan? |
| |
|
|
|
| Comment:
|
| |
|
The
criteria seem to capture the logical nature of the task particularly
well. |
| |
|
|
| 2001 |
|
| Task: |
|
| Page
55 |
Statistics
items B |
Y4/8 |
Independent
|
Maori
|
| |
Explain
to Maria why she is right or wrong. |
| Marking
Criteria: |
R24 |
Maria
is right or wrong |
| |
Clear
explanation that Maria is wrong with diagram
Clear explanation that Maria is wrong without a diagram
On right line but vague
Any other response
|
| Comment: |
| |
The
criteria do seem to capture the logical nature of the task. |
| |
|
| 2001 |
|
| Task: |
|
| Page
57 |
Photo line-up |
Y8 |
Team |
|
| |
|
Arrange
cards logically. |
| Marking
Criteria: |
| |
R9 |
Strategy
group employed |
| |
|
Very good
Good
Moderate
Poor
|
| Comment: |
| |
|
The
criteria do seem to capture the logical nature of the task. |
| |
|
|
| 7.3.7
Listening and Viewing |
| |
|
|
| 1998 |
|
| Task: |
|
| Page
30* |
Robbers in
the night |
Y4/8 |
1
- 1 |
|
| |
|
Put
pictures in logical order. |
| Marking
Criteria: |
| |
R2 |
Story
- logical order / sense |
| |
|
All pictures
in logical order
Some pictures in logical order
No pictures in logical order
|
| Comment: |
| |
|
The
criteria do seem to capture the logical nature of the task. |
| |
|
|
| 7.3.8
Writing |
| |
|
|
| 2002 |
|
| Task: |
|
| Page
23 |
Te Potiki
|
Y4/8 |
Station |
Maori
|
| |
|
Put
cards in logical order. |
| Marking
Criteria: |
| |
R1 |
Has
student created a plot / logical flow using the 4 pictures? |
| |
|
Every
picture logically linked in sequence
|
| |
|
One picture
not logically linked
|
| |
|
Two pictures
not logically linked
|
| |
|
Little
or no linking
|
| Comment: |
| |
|
The criteria do seem to capture the logical nature of the task. |
| |
|
|
| 7.4
COMMENTS |
| |
• |
Tasks involving logical thinking skills were found in 8 of the 12
curriculum assessment areas. |
| |
• |
Science, Mathematics, and Technology contributed the most tasks. |
| |
• |
Classifying, planning, and explaining were the focus of many of the
tasks. The tasks tended not to be open-ended which reduced the potential
for the marking criteria to capture the thinking behind the responses.
|
| |
• |
13(30%) of the 43 tasks use a 1 - 1 interview approach and this indicates
that a number of the tasks have greater potential to assess the nature
of the thinking used by students. |
| |
• |
Again, it seems that a list of tasks of this nature would be a useful
teacher resource. |
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