EDMA602 - Mathematics Curriculum, Pedagogy

Assessment 1: Case Study Analysis

Assessment type:  Written analysis

Word count/time limit: 1,000 words

Weighting: 30%

Assessment description 

This assessment task requires you to develop practices and knowledge for effective mathematics teaching by:

analysing student data

moderating your analysis with a peer to form judgments

writing a report for an in-service teacher

writing family and student focused summaries and feedback  

designing and planning an open-ended mathematics task to extend learning, as well as a rubric to assess the learning. 

For Step 3 and Step 7 below, Need to work with my Partner, I will take care of it.

Assessment details

Use the following steps to complete this task. 

Step 1: Download the assessment template 

Download the Assessment template (1) and use it to help you complete this task. 

Step 2: First-level data analysis and interpretation  

Make sure you have received your case study student dataset (2).

Case study student situational analysis

Individually, review and analyse the Situational Analysis (3) of Elsewhere Primary School as it relates to your assigned case study student.

Use the table in the template to guide you. Your analysis should focus on identifying the Grade 6 student’s mathematical understanding (knowledge, skills and attitudes) and include identification of: 

your initial hunches, gut feelings and thoughts 

data excepts to support analysis and interpretation including: 

curriculum links (content and proficiencies/processes assessed) 

learner strengths 

learner needs.  

Case study student RNI analysis

Individually, download the RNI Interview script (4) Read through this script.  

Cross-check this script with your provided case study student's Rational Number Interview (RNI) Record Sheet.

RNI Record sheet Template (5)

is provided for your use, if needed. 

Assess your student's performance during the interview (diagnostic assessment data source) by using the 

RNI Marking Schedule (6

)

to

inform your analysis. 

Record your initial responses and hunches about this diagnostic assessment data.   

Step 3: Moderation phase (Group phase) (Ignore this Step)

With your case study partner, compare and discuss your analyses (from Step 1). Together, you must arrive at a consistent judgement of your case study student’s mathematical understanding (knowledge, skills and dispositions).   

Engage in the moderation process by: 

sharing your data analysis and achieving a consensus about data interpretation 

comparing your data analysis with expectations for Year 5/6 students' rational number learning in curriculum documentation (standards, content descriptors, outcomes etc.) for your state / territory to determine: 

what aspects of the curriculum the student has achieved 

what expectations the student is working at  

what expectations the student is working towards in relation to evidence in the dataset. 

keeping a record of the steps you have taken and phases of pedagogical reasoning engaged by you with your colleague, noting the actions you undertook, questions you asked, ways of reaching a consensus on data interpretation, and how you resolved differences in those interpretations. You will use this record to complete the moderation process diagram

signing off together on the moderation process. 

Step 4: Write a report for another teacher  

Individually, write a concise report suitable for another teacher, including: 

a diagram / presentation of the moderation process you used with your case study partner to reach final assessment of the learner

a summary for in-service teachers describing your learner’s mathematical knowledge /misconceptions with examples from the data  

two learning goals (for the in-service teacher) making recommendations for future conceptual and procedural learning of fractions and decimal fractions. These goals must be clear, relevant and achievable. 

Your report content should demonstrate alignment to the research literature and ACARA F-6 Mathematics curriculum or equivalent state-based documentation.  

Step 5: Write a summary for family / caregivers  

Individually, write a summary for family / caregivers. This should be a ‘family-friendly’ shortened summary of your summary for in-service teachers and include a practical suggestion for how the family could further support the student’s learning at home. 

Step 6: Write student feedback using the WWW, EBI, WWL framework 

Write student feedback individually. This should be a student-friendly, strengths-based advice for improving learning using the What's Working Well (WWW), Even Better If (EBI) and We Will Learn (WWL) feedback framework. This feedback must align with the two learning goals. 

Step 7: Plan an open-ended task with an accompanying rubric (Group phase) (Ignore this Step)

With your case study partner, choose and plan an open-ended national number task from the following list: 

Present a clear and accurate explanation of the mathematical purpose the task teaches and make clear links to relevant curriculum outcomes / content descriptors. Design a task-specific assessment rubric to go with your task, that a teacher could use to assess student learning.  

Step 8: Collate and submit

Individually, submit a document containing all parts of this task following the instructions in the Submission Details section below. Don’t forget to include an appendix that contains elaborations on task details and any other supporting documents (if required). Appendix items cannot contain core material for this task but can be used as supplementary and secondary details. An example of what to include in the appendix might be instructions for implementing the rational number tasks that you chose.