Year 5 Differentiated Maths Assessment Length 1

Year 5 Differentiated Maths Assessment Length 1
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2 MB|8 pages
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This assessment addresses the content covered in the Year 5 Length Smart Notebook and Unit of Work Bundle 1

I have made this document in Microsoft word so that you can edit it and

tailor it to the needs of your class or school.

How to use this differentiated Maths assessment:

There are 3 columns that indicate a point system. The first column acquires 1 point for the correct answer. Second column 2 points and the third column 3 points.

The first column indicates below stage, middle column is at stage level and the third column, working above stage outcomes. This will give you a clear indicator of where your students sit. Each question in each of the columns are aimed at that level. For example, if this was a stage 2 year 3 assessment, then the first column would be year 2 level questions, the middle would be year 3 questions and the third column would be a range of year 4 and year 5 questions. The reason it is in the year 5 range is because the third column is designed for above stage outcomes. If the student is in year 3, then if they were to answer year 4 questions, they would still be working at stage level because year 3 and 4 are both working towards achieving stage 2 outcomes.

The student can attempt as many parts of the questions as possible. Encourage the students to answer the section of the question they feel they can, but also encourage them to challenge themselves. Students will only receive points for the question answered correctly with the highest value. For example, if a student attempts the first and second column and answers both correctly, they would get points for the highest valued column, being the second column scoring 2 points.

As you may have noticed, the overall assessment score is the total amount of points in the second column and not the third column. This is because students are not expected to be achieving above stage outcomes, but through this assessment are given the opportunity to demonstrate their ability to do so. Therefore, it would be unfair to be given a mark for the total overall maths assessment.

By marking it out of a total of points that can be acquired in the middle column, any score above this mark will indicate to you that the student is achieving beyond stage outcomes.

There is also a section for students to really show you what they are capable of through open-ended maths questions. These questions are marked through teacher judgment rather than a point system. You will identify if the student is working at below, at or above stage level using the evidence they have given you. Again, really encourage the students to provide as much information as possible so that you can make an accurate judgment.

With the open-ended number section, students can show you absolutely everything they know about that number. The answers are limitless and provide students with an opportunity to connect their learning in a variety of ways. Students can show that number as a fraction, decimal, word problem, how they can make that number using all four operations, identify its multiples, factors, represent it in Roman Numerals, is it a prime or composite number etc.

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Total Pages
8 pages
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