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Bowland Maths: Assessment Tasks
Bowland Maths includes over thirty tasks designed to help assess students’ achievements and progression against key processes. To help with this assessment, each task contains sample work, and a 'progression table' showing how students’ work on the task can provide evidence of their progress with the four key processes: representing, analysing, communicating and reflecting. These materials are also ideal for formative assessment that concentrates on providing the types of rich feedback that have been proven to help students improve their reasoning.
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Olympic Cycling
This Bowland assessment task is a very open task. Students are given lap times of the medal winners of the men’s team sprint cycling race from the 2008 Olympic games and are asked to create and answer two questions based upon the data provided. Students are encouraged to write questions which require a wide range...
Assessment Guide
The Bowland Maths assessment guide details the role of the assessment tasks in the classroom in helping students become aware of the key processes in mathematics and their importance in problem solving, helping students to take greater responsibility for their own learning and encouraging students to assess and...
Problem Page
In this Bowland assessment task, students interpret a graph to give advice upon whether the age gap between couples is acceptable or whether it is too large. Students use equations of straight lines and inequalities to help them reply to queries sent to the problem page. They are then asked to comment upon trends...
Public Transport
In this Bowland assessment task, students are presented with a statement claiming that more than three in five drivers are considering using public transport rather than their cars and are asked to compose a letter explaining why they think the statement may be misleading. Teacher guidance includes concepts which...
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| Subject(s) | Mathematics |
|---|---|
| Age | 11-14, 14-16 |
| Published | 2010 to 2019 |
| Published by | |
| Collections | |
| Direct URL | https://www.stem.org.uk/cx5z9 |
