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Revision as of 13:32, 11 January 2012

Learning Area: Mathematics and Statistics

SOLO TAXONOMY CODED SELF ASSESSMENT RUBRICS IN MATHEMATICS- (after Lian and Idris 2006)

Extended abstract:	* producing an entity (a precept) which can be used as the beginning of a higher level cycle of procedure – multiprocedure- process – concept. all the relevant data and their interrelations are taken up and subsumed under a hypothetical abstract structure that can enable deductions to apply to data or situations not experienced. Extended abstract responses are at a level of abstraction that is extended into the next mode.
Relational:	* the realisation that these several distinct procedures are essentially the same process the integration and synthesis of information is achieved. The relational response gives an overall concept or principle that accounts for the various isolated data, but it is still tied to concrete experience.
Multistructural:	* several distinct procedures having the same effect a number of relevant isolated data are used, but the learner doesn't integrate them.
Unistructural:	* a single procedure one relevant datum or feature is used and focused on to link the cue and response logically. The learner closes too quickly.
Prestructural:	* an incorrect datum is used in order to answer a question or respond to a problem, which may lead to an irrelevant aspect belonging to a previous stage of mode. The learner may even fail to engage in the problem, so he closes (or come to a conclusion of some kind) without even seeing the problem.

Angles in Geometry (and MIT Scratch)

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HOT SOLO GEOMETRY: ANGLE with SCRATCH Rubrics

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Prestructural	Unistructural	Multistructural	Relational	Extended abstract
I need help to identify clockwise and anticlockwise turns	I can identifyclockwise and anticlockwise turns and a simple angle (e.g. right angle)	I can identifyclockwise and anticlockwise turns and angles (e.g right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60)	I can identify clockwise and anticlockwise turns and simple angles (e.g. right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60) AND measure, order and compare angles with for example right angles to create reflection, rotation and translation.	I can identify clockwise and anticlockwise turns and simple angles (right angle, acute, obtuse, straight angle, reflex angle, full turn – or 90, 180, 30, 45, 60) measure, order and compare angles with right angles AND estimate and predict angles in a triangle, angles around a point, vertically opposed angles .
	I can createan animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn.	I can createan animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60.	I can createan animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60. AND measure, order and or compare angles with for example right angles to create motion paths for reflection, rotation and translation.	I can createan animation in Scratch where the avatar turns clockwise and anticlockwise and has a motion path that makes a right angle turn, acute, obtuse, straight angle, reflex angle, and full turn – or 90, 180, 30, 45, 60. AND measure, order and or compare angles with for example right angles to create motion paths for reflection, rotation and translation. AND estimate and predict angles or a sequence of angles to create animation special effects
	Student Exemplar:(insert link to student Scratch project here)	Student Exemplar:(insert link to student Scratch project here)	Student Exemplar:(insert link to student Scratch project here)	Student Exemplar:(insert link to student Scratch project here)
	I can identifythe clockwise and anticlockwise turns and the right angle used in the Scratch animation motion path and describe the movement of the avatar in terms of rotation..	I can identifythe angles used in the Scratch animation path and describe the movement of the avatar in terms of reflection, rotation and translation.	I can explainusing the appropriate language of angle names, degrees, measurement, order and comparison why the angles were chosen to create the Scratch animation effect used for reflection, rotation and translation.	I can predictusing the appropriate language of angle names, degrees, measurement, order and comparison how to use angles to create a special Scratch animation effects showing reflection, rotation, translation.
	Student Exemplar:(insert link to student Scratch project reflection here)	Student Exemplar:(insert link to student Scratch project reflection here)	Student Exemplar:(insert link to student Scratch project reflection here)	Student Exemplar:(insert link to student Scratch project reflection here)