e-Learning Jamaica Company Limited

in collaboration with the Ministry of Education, Jamaica

Grade 9 Diagnostic Test:

MATHEMATICS

Guidelines for the Internal Assessment Tasks 2011 & 2012 Examinations

Contractor: Caribbean Examinations Council (CXC)

December 2010

………………7 a. Details of Each Task……………………………………………………8 Task 1: The Youth Farmer’s Club Task 2: Making a Pie Chart Task 3: Earning Interest Task 4: Solids Task 5: Plotting Points 5. Notes on entering marks using the EXAMVIEW software b. Internal Assessment Tasks 3..….. Purpose b. The Internal Assessment Tasks ………………………. Recording and Submitting Marks ……………………………………17 a. Introduction ……………………………………………. Types of items & weighting b.. Recording marks d.3 2. Suggested tasks c. Standardization 4. The Multiple-Choice Paper c...5 a. Interim Mark Sheet 2 .TABLE OF CONTENTS 1. The 2011 Administration……………………………………………….……….

b) Benefits There are many benefits to having standardized programmes. II. the early identification of the need for remedial action. and assessment at the lower secondary level. the movement of students from one school to another. Providing information to schools to assist in areas such as: a. 3 III. at the end of secondary schooling (Grade 11). Benefits span the school system: schools. and b. Informing the Ministry of Education in the formulation of the Lower Secondary policy and programmes and in establishing standards and benchmarks for performance at the Grades 7 -9 level. and interventions which are needed to meet agreed standards. project. INTRODUCTION a) Background Continuous Assessment is one of the five components under the e-Learning Jamaica Company Ltd. which are taken within another two years. the development of standards. The main aim of this component is: to influence the standardization of the curriculum and programmes at the Grades 7 -9.1. the evaluation of e-Learning project activities. other agencies and the general public. standardized grading procedures. administrative units. Some of these are: I. level in Jamaican Secondary and Technical High Schools A critical part of the influence on standardization is the administration of common assessment instruments. and c. IV. Improving the country results for the CXC/CSEC examinations. b. Providing information about students’ performance in order to have data for: a. .

target students at the end of Grade 9. the Ministry of Education (MOE) administered The Junior High School Certificate Examination and the Grade Nine Achievement Test. The Junior High School Certificate examination was discontinued in 2007. to enter Secondary.c) Nature of the tests From discussions with officers from the Ministry of Education. and III.) Phase 1.E.O. developed under the Reform of Secondary Education (R. be diagnostic in structure and use. Technical and Vocational High schools. II. 4 . the agreement was reached that these tests would: I. be based on the National Curriculum for Grades 9 (1998). with papers in Mathematics and English common to both examinations. The MOE continued the use of the Grade Nine Achievement test as a transfer/placement mechanism for students in AllAge and Primary & Junior High Schools. and with school principals and other personnel.S. d) How do these tests relate to other Grade 9 tests? Prior to 2007.

2011 through May 31. b) The Multiple-Choice Paper • • There will be one paper of 60 items to be completed in 1 hour 30 minutes. 2011. Schools will organize the notification of students. and the marking of the answer sheets. at any time during the period January 4.gov. These objectives are available on the website of the Ministry of Education www.jm. A mark sheet and guidelines for entering the marks in the EXAMVIEW software are on pages 17 and 18. All items and tasks will be based on objectives in the Grade 9 National Curriculum (ROSE I). a) Types of items & weighting There will be a Multiple-Choice paper contributing 60% of total marks. (pages 7 -15). • • • 5 .moe.2: THE 2011 ADMINISTRATION One mathematics test paper will be administered in 2011. and Internal Assessment Tasks. which will contribute 40% to the total marks. The multiple-choice paper will be prepared and printed by the e-Learning project and sent to regional offices or other central location for schools to pick up and administer in accordance with a given timetable. A timetable will be sent to schools giving further details of the day and time of the mathematics examination. These tasks are to be administered in schools. All secondary level schools have been invited to participate. • • d) Internal Assessment Tasks • Details of the tasks with guidelines for administering and marking are given on the next pages. the invigilation of the paper. Teachers can use the marks from these tasks as a part of the regular course/class-work for students and also submit them for inclusion in the final mark for the Grade Nine Diagnostic Test.

3: THE INTERNAL ASSESSMENT TASKS a) Purpose The tasks given on this paper will assess mathematics production skills that are difficult to assess using multiple-choice items. a sample of scripts. d) Standardization Standardization begins at the school. and marked using the given criteria so that the marks can be reasonably comparable within each school and across all schools. application of the mark scheme. or as advised by the e-learning project. or as posted on the e-learning website. a sample of six to ten scripts that each person will mark. Each teacher can then mark on his/her time. all teachers who will mark the scripts for the Grade 9 students are to meet to discuss the mark scheme. 6 . and then enter the marks using the ExamView software (see pg 18). If possible. After the marks have been submitted. based on different subtopics. which are to be sent in for external moderation will be identified from each school. c) Recording Marks Use copies of the mark sheet provided. It is very important that the tasks be administered under the same conditions. or your own mark book to record the marks from these tasks. Students will do two (2) tasks. identify from among the scripts. and come to an agreement on the assigned marks in order to standardize the marking exercise. Before marking. and possible answers. b) Suggested Tasks This booklet includes five (5) tasks that cover different subtopics in mathematics.

compute the mean age of the members. From the frequency table or otherwise. The community also has an Adult Farmer’s Club for persons ages 19 or older. 15 14 16 17 16 13 12 15 15 12 16 14 15 14 18 12 17 13 16 16 16 18 14 12 15 15 17 16 15 16 1. 7 . 3. 2. how many of the members of the Youth Farmer’s Club. are eligible to join the Adult Farmer’s Club. beginning with a tally chart. How many members are 15 years or more? 4. Within another 3 years. Organize the ages of the members in a frequency table. DETAILS OF EACH TASK TASK 1: THE YOUTH FARMER’S CLUB Instructions for students Use the data given to answer the questions: The following numbers represent the ages of all the members of a Youth Farmer’s Club.4.

Instructions for teachers 1. and how to compute the mean before coming to do this task. 3 Answer is correct [1 mark] Ques. division including facts Demonstrates understanding of a tally chart or a frequency table Makes an attempt to put the data into another format Completes the tally chart and /or the frequency table accurately [Ques. How to administer This task can be administered as a class test over 45 minutes. 2. 4 [4 marks] Conceptual understanding (question 1) [4 marks] Accuracy in application Quest. Standardization Remember that standardization for marking is important. Category Descriptor Very competent Yes (2) Yes (2) Yes (2) Yes (2) Yes (3-4) Yes (3-4) Yes (1) Yes (3) Partly competent Partial (1) Partial (1) Partial (1) Partial (1) Partial (1-2) Partial (1-2) Partial (0) Partial (12) Not competent/ no attempt No 0 No (0) No (0) No (0) No (0) No (0) No (0) No (0) Knowledge of (facts & procedures) Quest. 2 ] Ques.TASK 1: THE YOUTH FARMER’S CLUB contd. addition.2. 3. & 4 [4 marks] Knows the procedure for computing the mean Demonstrates knowledge of multiplication. which are linked to the questions which have been asked. frequency table. As much as possible ensure that the work submitted is the student’s own. 4 Answer is correct [3 marks] 3. 1. 1 & 2 [8 marks] Analysis & interpretation Quest. 8 . Scoring: Mark Scheme and points to consider This task is to be scored under the given headings. Students may be asked to review the tally chart. 1] Computes the mean correctly using any legitimate means [Ques. 3.

000 $9. Calculate the size of the angle in the sector that represents each area on a pie chart. 3. b.TASK 2: MAKING A PIE CHART Instructions for students The following is a family’s budget.000 $72. 9 . 2. with sectors that show the information in the table. The family wants to save $2000 more per month towards purchasing their own home. indicate the item to which the highest proportion of money has been allotted. water. c. Use the data for the activities below: Area Amount of money spent in one month $18.000 Fraction of total budget Size of sector angle on the pie chart Food (including lunch and snack) Rental Transportation Utilities (light. a.000 $12.000 $27. Calculate the fraction of the total income that is spent on each area. How (in which area. and in what way) would you suggest that they spend less money? Give reasons for your answer.000 $4. From the pie chart or otherwise. Construct the pie chart with a radius of 5 cm.000 $2. phone) Savings Furniture payments TOTAL 100% 360° 1. Organize the data in a pie chart.

Students may be asked to review how to construct a pie chart before doing this task. Category Descriptor Very competent Partly competent Partial (1-2) Not competent/ no attempt No 0 Knowledge of (facts & procedures) Quest. 2 Answer is correct [1 mark] Ques. and computing (3-4) with fractions. Ques. 1a [4 marks] Conceptual understanding (question c) [4 marks] Accuracy in application Quest. How to administer This task can be administered as a class test over 45 minutes.[Ques. 1 & 2 [8 marks] Demonstrates knowledge of Yes reducing fractions. Analysis & interpretation Quest. 1b] When making the pie chart. which are linked to the questions which have been asked.TASK 2: MAKING A PIE CHART cont’d cont’d Instructions for teachers 1. 10 . the angle of the sector corresponding to each area is correct (or nearly correct). Standardization Remember that standardization for marking is important. 2. and is properly labeled. and makes an attempt to put the data into another format Computes the angle size for all the areas correctly. & 3 [4 marks] Understands the procedures for constructing a pie chart. 2. As much as possible ensure that the work submitted in the student’s own. Scoring: Mark Scheme and points to consider This task is to be scored under the given headings. 3 Answer presents a plausible situation reducing food or utility bills with practical solutions [3 marks] Yes (3-4) Partial (1-2) No (0) Yes (3-4) Yes (3-4) Partial (1-2) Partial (1-2) No (0) No (0) Yes (1) Yes (3) Partial (0) Partial (12) No (0) No (0) 3.

with your name and address on the account. during the time period. (Assume that you do not deposit or withdraw any money from the account.500.) b. You received $25. Obtain information about types of savings accounts available and the interest rates available for each one.00 (Jamaican dollars) as prize money for winning a mathematics competition. What is an interest rate? _______________________________________________ ____________________________________________________________________ 2. Name of Bank: Account number: Amount to be deposited: Words: Name on the account: Numerals DEPOSIT FORM DATE: year/month/day Address: 3. This may be done from brochures. or from visiting the institutions. Compute and compare the interest by: a.TASK 3: EARNING INTEREST Instructions for students Read the following information and complete the given tasks/questions. advertisements in newspapers. 1. Which institution would you select? Why? 11 . using as the account number: D00123. Selecting two institutions or two types of accounts. and calculating the interest you would receive from each institution (or account) on the amount of money after 3 months using the Simple Interest method. Complete the form below as if you were depositing the money to the desired savings account. You plan to deposit (lodge) all the money to a bank account for the next 3 months and want to earn the most interest on your money.

3b Answer is plausible given the results the child got (even if the computation is not correct) [3 marks] Ques. internet sites. Students may be allowed to use a calculator. amount in words and figures Computes the interest correctly for one institution or account [Ques. For example. Students can do parts of this task for homework and other parts in class. date. 3b Reason is given and is plausible [1 mark] Yes (3-4) Yes (3-4) Yes (3) Partial (1-2) Partial (1-2) Partial (1-2) No (0) No (0) No (0) Analysis & interpretation Quest. Information could be obtained from different sources: such as newspapers. how to compute Simple Interest Completes the deposit form completely and correctly. account number. 3a ] Ques. but not one that has a function to compute Simple Interest. which are linked to the questions which have been asked. 2. How to administer the task. and review of computing Simple Interest rates could be done for homework over the period of one week. 3a [8 marks] Knows what is an interest rate Collects information needed for the tasks – rates. the collection of the information. as it is not feasible for each student to visit a banking or investment institution. Category Descriptor Very competent Yes (1) Yes (3) Yes (4) Partly competent Partial (0) Partial (1-2) Partial (1-3) Not competent/ no attempt No 0 No (0) No (0) Knowledge of (facts & procedures) Quest. 3b [4 marks] Yes (1) Partial (0) No (0) 12 . etc..TASK 3: EARNING INTEREST cont’d Instructions for teachers 1. must have name. The computation and final presentation could be completed during a class period of 45 minutes. Scoring: Mark Scheme and points to consider This task is to be scored under the given headings. 3 a] Computes the interest correctly for the other institution or type of account [Ques. 1 [4 marks] Conceptual understanding (question 2) [4 marks] Accuracy in application Quest.

or other paper to draw accurately the net of the container. not drawn accurately) 1. and a length of 10 centimetres. The container has a regular hexagonal cross section. A printer has the job of covering the container with the company’s logo and other information. with each side 5 cm. not drawn accurately.TASK 4: SOLIDS Instructions for students Read the information and complete the given tasks. The following sketch. 13 . Is the container a prism or a pyramid? What features of the container would lead to your conclusion? 2. Would this sheet of paper be able to cover exactly the longer sides of the container? (Show how you got your answer) 3. shows a container that was used to package chocolate. 10 cm (Sketch. a) How many sides does the container have and what is the shape of each side? b) Use centimeter grid paper. and plans to print them on a sheet of paper measuring 300 cm² (10 cm by 30 cm).

TASK 4: SOLID cont’d Instructions for the teacher 1. How to administer the task The task should be done over one week. Very competent Yes (3-4) Partially competent Partial (1-2) Not competent/ no attempt No (0) Yes (4) Partial (1-3) No (0) Yes (3-4) Yes (3-4) Partial (1-2) Partial (1-2) No (0) No (0) Analysis & interpretation Quest. 1. Standardization Remember that standardization for marking is important. 3) Answers ‘Yes’ and implies or explains that the area of the paper should be the same as the area of the six longer sides of the container. and can be done for home work or class work. and of solid shapes. Category Knowledge of (facts & procedures) [4 marks] Conceptual understanding (question 2) [4 marks] Accuracy in application Quest. 3 [4 marks] Yes (3-4) Partial (1-2) No (0) 3. 14 . which are linked to the questions which have been asked. This task is to be scored under the given headings. Explanation uses the difference between a prism and a pyramid Measures on the net of the container are accurate Computes the total area of the six longer sides of the container (Ques. 3c [8 marks] Description Demonstrates knowledge of the properties of a regular hexagon. 2. Scoring: Mark Scheme and Points to consider.

1). B. Plot each of the following points: B (-1. Put in the scale on the x and y axis to plot the points below b. G (3. On the grid above. 4. 5). B. – 2). a. What does the plot of points show? 3. and G? 15 . D (– 4. 2. Quadrant 2 y Quadrant 1 x Quadrant 3 Quadrant 4 1. and G. Join the points D. keeping a distance of 1 unit from the x axis. Mark or give the coordinates of the point at which the worm crosses the path joining D.TASK 5: PLOTTING POINTS Instructions for the student Use the grid below or on another sheet of graph paper to answer the following questions. c. Draw the path a worm makes as it crawls along in Quadrants 3 & 4.

Standardization Remember that standardization for marking is important. [Quest. Scoring: Mark Scheme and points to consider. 2 pts for point A. 16 . Category Knowledge of (facts & procedures) [4 marks] Conceptual understanding (question 2) [4 marks] Accuracy in application Quest. 3c [8 marks] Description Demonstrates knowledge of the coordinate grid. 3. or a line All points are plotted accurately. 4] Very competent Yes (3-4) Partially competent Partial (1-2) Not competent/ no attempt No (0) Yes (4) Partial (1-3) No (0) Yes (3-4) Partial (1-2) No (0) Yes (3-4) Partial (1-2) No (0) Analysis & interpretation Quest. Make sufficient copies for each student.TASK 5: PLOTTING POINTS cont’d Instructions for the teacher 1. axes and points Answers question 2 correctly – a straight line. Ensure that this is the student’s own work. How to administer the task This task can be given as an in class assignment or test during a class period of 35 minutes. 2. 1. If the work is incomplete mark the completed sections. 1 point each for B & G Scale is put in on each axis correctly and includes positive and negative values Recognizes the path of the worm as along the line Y= -1 Point at which the worm crosses the line plotted is marked or named correctly. 4 [4 marks] Yes (2) Partial (1) No (0) Yes (2) Partial (1) No (0) 3.

Create the test in ExamView® Test Generator and link it with an assignment in ExamView® Test Manager. or whether all the Internal Assessment marks will be on one file. The screen will come up for you to enter the marks for each question. Remember to save your entries. General instructions for entering marks on ExamView® software 1. then enter the marks using the ExamView® software for which the E-Learning Project purchased licenses and supplied to the schools.Choice marks will be on a separate file. 2. • You can use this same screen and just scroll down to the next student on the list to enter the marks for another student. The examination coordinator will give specific instructions regarding the structure of the results files. and create a new assignment giving it the same title as the test file you created as “Mathematics IA”. • Your Interim Mark Sheet has marks for TWO tasks. and note whether you have to follow step 2 and step 3.) o Save the file in ExamView® as “Mathematics IA. use the marks for this task alone. each with a total of 20 marks. create test and name it “Mathematics IA” o Type: Essay o Question 1: Knowledge Answer KN 8 points (click the “info” button to enter the number of points) o Question 2: Conceptual Understanding Answer CU 8 points o Question 3: Accuracy in Application Answer APP 16 points o Question 4: Analysis and Interpretation Answer AIN 8 points (The software will automatically give the total for this assignment as 40 points. Before you enter these marks in ExamView® software.4 marks. with Knowledge – 4 marks. each teacher should NOT CREATE his/her own test and assignment for entering the marks. • In ExamView® Test Generator. Conceptual Understanding . such as whether there will be a separate file for each subject. for the Grade 9 Diagnostic Test.ENTERING MARKS USING ExamView® SOFTWARE Use the structure of the Interim Mark Sheet on page 18 to record the marks as the tasks are done. Accuracy in Application – 8 marks and Analysis & Interpretation – 4 marks. 3. If there is more than one Grade 9 class.tst” • In ExamView® Test Manager: Open the existing Grade 9 Class file with students’ names and IDs for the examination. If there are marks for only one task. Enter students’ marks on the class file which has the Assignment “Mathematics IA”. add the marks for Knowledge on both tasks together. the marks for Conceptual Understanding on both tasks together. Speak to the Grade 9 Test Coordinator or the Systems Administrator. begin entering the marks by selecting the first student on your list and double-clicking under the assignment. Link the assignment with the test file you created in ExamView® Test Generator. and all the Multiple. 17 . the marks for Accuracy in Application on both tasks together and the marks for Analysis and Interpretation on both tasks together. • When the assignment on the class file has been linked to the test file.

INTERIM MARK SHEET Name of school: _____________________________ Name of teacher: ________________________________ Exam ID LAST NAME FIRST NAME Marks Task # Knowledge Conceptual Understanding Application Analysis Subject: MATHEMATICS Class: _______________ Marks Total Task # Knowledge Conceptual Understanding Application Analysis Both tasks together Total Knowledge Conceptua l Understanding Application Analysis Total 18 .

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