Assignment 2: Context, Learning Objectives, Assessment Criteria


As part of this weeks learning journey we are asked to share our context, learning objectives, and assessment criteria. It’s very much a work in progress at this stage, but my intentions are that my assignment 2 will head in this direction…


The context is a Year 2 classroom in coastal South-East Queensland. I am using a similar context to my online artefact for Assignment 1, except my unit plan will be for a full classroom of 25. My class includes 9 girls and 16 boys. In this context there will be two male students on behaviour contracts, two female students and two male students with IEPs, two female students receiving intervention support for maths, and one male and one female student receiving extension support for maths.

Students have access to a range of ICT resources, including: Interactive Whiteboard, three classroom computers that are connected to the internet and the school’s internal intranet, 2 class iPads, as well as having two dedicated ICT classrooms (must be booked in advance by the teacher), and a class set of iPads (must be booked in advance by the teacher) available.

Learning objectives

The subject area I have chosen is Mathematics, and I am using the Australian Curriculum. I’m unsure about whether I have made the right choice in regards to that objective fitting in to the ‘constructing knowledge’ section, so feel free to give some feedback!

Constructing knowledge:

Data representation and interpretation
Identify a question of interest based on one categorical variable. Gather data relevant to the question (ACMSP048)

Transforming knowledge:

Data representation and interpretation
Collect, check and classify data (ACMSP049)
Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)

Assessment criteria

I’m not 100% sure about the criteria I have chosen at this stage but hopefully I am on the right track! I chose to use the Year 2 standard elaborations — Australian Curriculum: Mathematics made available by QSA. These are ‘as in’; I haven’t made any changes yet.

Understanding and skills dimensions / Understanding & Fluency / Conceptual understanding
Connection and description of mathematical concepts in familiar and unfamiliar situations

Understanding and skills dimensions / Understanding & Fluency / Mathematical language and symbols
Effective and clear use of appropriate mathematical language, materials, diagrams and symbols

Understanding and skills dimensions / Understanding & Fluency / Reasoning and justification
Clear explanation of mathematical thinking, including explanation and demonstration of how answers were obtained


2 responses »

  1. Pingback: Ideas for Learning Experiences | ICTs in Education: the journey of Alisia, pre-service educator

  2. Pingback: Professional Experience and Mathematics | kazzaedu

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