Assessable elements and descriptors of quality for A–E ― Queensland Curriculum, Assessment and Reporting framework
Mathematics
Assessable elements and descriptors of quality for A–E
Assessable elements and descriptors support teacher judgments about the standard a student has achieved.
Assessable elements:•identify the valued features of the key learning area to be assessed
•draw from the two dimensions of the Essential Learnings: Ways of working
and Knowledge and understanding
•can be used together or independently when designing assessment. / Descriptors:
• indicate the qualities evident in student work
• use an A–E scale.
Assessable
elements / Descriptors
A / B / C / D / E
The student work demonstrates evidence of:
Knowledge andunderstanding / Comprehensive knowledge andunderstanding of concepts, facts andprocedures / Thorough knowledge andunderstanding of concepts, facts andprocedures / Satisfactory knowledge andunderstanding of concepts, facts andprocedures / Variable knowledge andunderstanding of concepts, facts andprocedures / Rudimentary knowledge andunderstanding of concepts, facts andprocedures
Thinking andreasoning / Insightful application of mathematicalprocesses to generate solutions andcheck for reasonableness / Proficient application ofmathematical processes togenerate solutions and check forreasonableness / Competent application ofmathematical processes togenerate solutions and check forreasonableness / Variable application of mathematicalprocesses to generate solutions andcheck for reasonableness / Minimal application of mathematicalprocesses to generate solutions andcheck for reasonableness
Communicating / Clear and accurate communicationof ideas, explanations and findingsusing mathematical representations,language and technologies / Coherent and accuratecommunication of ideas,explanations and findings usingmathematical representations,language and technologies / Sound communication of ideas,explanations and findings usingmathematical representations,language and technologies / Disjointed communication of ideas,explanations and findings usingrepresentations, language andtechnologies / Unclear communication of ideas,explanations and findings usingrepresentations, language andtechnologies
Reflecting / Perceptive reflection on thinkingand reasoning, the contribution ofmathematics and learning / Informed reflection on thinkingand reasoning, the contribution ofmathematics and learning / Relevant reflection on thinkingand reasoning, the contribution ofmathematics and learning / Superficial reflection on thinkingand reasoning, the contribution ofmathematics and learning / Cursory reflection on thinkingand reasoning, the contribution ofmathematics and learning
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© The State of Queensland (Queensland Studies Authority) 2007