NESA is regularly updating its advice as the coronavirus outbreak unfolds. Get our latest COVID-19 advice

This webpage has been archived to prepare for transfer to the new NESA website. Reference to syllabus outcomes and content on this webpage may not be current. Teachers are encouraged to visit the Key Learning Area page for recent student work samples on the NESA website.

Assessment Resource Centre (ARC)

    Home
  1. Years 7-8
  2. Mathematics
  3. Areas for Assessment
Print this page Reduce font size Increase font size

Mathematics – Areas for Assessment

Knowledge, skills and understanding developed through inquiry, application of problem-solving strategies, communication, reasoning and reflection
Activities: Operations with Fractions, Diagonals of a Quadrilateral, A4 Paper Cylinder, Stem-and-Leaf Comparison, Tunnel Patterns
Knowledge, skills and understanding in mental and written computation and numerical reasoning
Activities: Operations with Fractions
Knowledge, skills and understanding in patterning, generalisation and algebraic reasoning
Activities: Tunnel Patterns
Knowledge, skills and understanding in collecting, representing, analysing and evaluating information
Activities: Stem-and-Leaf Comparison
Knowledge, skills and understanding in identifying and quantifying attributes of shapes and objects and applying measurement strategies
Activities: A4 Paper Cylinder
Knowledge, skills and understanding in spatial visualisation and geometric reasoning
Activities: Diagonals of a Quadrilateral

Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.

Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.

In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.

Print this page Reduce font size Increase font size