d. Assessing Learning

These are the suggestions from "Better Thinking, Better Mathematics" concerning what to look for from pupils as evidence of each level of attainment in Ma1 and in IT:

Level Four
Suggests questions that would produce mainly interval data, eg. How many hours of TV do you watch each night? Enters records into a prepared database. Examines a field in isolation. Interprets results simply, eg. most people exercise twice a week.

Level Five
Follows instructions to create a database. Collects and enters data from own questions. Examines the data using simple statistical functions, eg. uses histograms to compare adults and children. Makes simple generalisations treating the variables as separate items, eg. children play sport more than adults.

Level Six
Designs and sets up own database. Constructs a questionnaire using class intervals where appropriate. Examines the data using appropriate statistical functions, eg. uses scatter diagrams to look for correlation. Makes generalisations relating variables, eg. the older you are the less exercise you take.

Level Seven
Tests a specific hypothesis using appropriate statistical functions. Draws lines on scatter diagrams to indicate correlation or uses relative frequency as an estimate of probability. Generalises with some precision, eg. 13 year olds as twice as likely to exercise than people over 40.

Level Eight
Extends task by investigating correlation between lifestyle variables. Describes distributions or correlation in mathematical terms, eg. explains using a cumulative frequency curve, uses interquartile range etc. Comments on the strength of correlation or investigates combined probabilities of smoking and drinking.

Part 3: Evaluating the Use of ICT in Teaching and Learning