Assessment Guide

Applied Stream
Assessment Brief 1: Expo 2020

COURSE Applied Math

COURSE CODE MAT-09-05

LEVEL UAE Level 1

UNIT Algebraic Expressions / Linear Equations

GRADE 09

YEAR 2021-2022

TERM 1
Introduction

After students have learnt the subject content through an applied teaching and learning
approach, their progress will need to be assessed by completing the written questions and
project.

This guide has been created to help teachers create the written questions and the project based
on a scenario so students can be assessed in a meaningful way.

Assessment Specification
Teachers will need to choose from the PC's below to create the written questions and the project
in the assessment brief. Teachers may use some or all the PC's below.

Performance Criteria
1.1 Write algebraic expressions and word expressions.

1.2 Use order operations to solve numeric and algebraic expressions

1.3 Use distributive property to evaluate and simplify expressions.

2.1 Converting sentences into equations and vice versa.

2.2 Solving one variable linear equation.

2.3 Use formulas to solve daily life problems.

Core-Life Skills:

The assessment brief identifies a range of opportunities for students to provide evidence of their
proficiency and mastery in a number of CoreLife skills (i.e. Sustainability Skills, Entrepreneurial
Skills, Foundational Literacies, Critical Thinking Skills, Technology Skills, Innovation and Creativity,
Interpersonal Skills, Personal Development Skills, &Social and Cultural Intelligence).

The teacher’s CoreLife Skills logbook provides the framework by which teachers can check
whether students have reached a certain level of proficiency in identified CoreLife Skills. Teachers
will tick on the assessment feedback sheet which CoreLife skills have been achieved with the
evidence. In addition, the achievement of any acquired skills is logged in the students’ CoreLife
Skills logbook with the teacher’s signature, date, and reference to the evidence source of the
relevant CoreLife skills.

The scenario provided could assess the following skills but is not limited to the below selection.
The assessment questions and project may relate to more Corelife Skills, and will need to be
selected accordingly. The sustainability CoreLife Skill must be selected and assessed by teacher.

CoreLife Skill
Sustainability Skills ☒
Entrepreneurial Skills ☐
Foundational Literacies ☒
Critical Thinking Skills ☒
Technology Skills ☒
Innovation and Creativity ☐
Interpersonal Skills ☐
Personal Development Skills ☐
Social and Cultural Intelligence ☐
Scenario /Evidence Required

Assessment guidance

Teachers need to go through the Assessment Specification, Corelife Skills, and Scenario in
this guide to complete the assessment brief.

Teachers are required to use the information in this guide to create written questions and
a project using the scenario. These questions, project and the scenario will need to be
added to the assessment brief template and to LMS.

The assessment brief should include two sections:

Section 1: Written questions related to the provided scenario.

Written questions will count 40% of the student’s grade.
The students are required to present their project individually.

Section 2: Creating a project related to the provided scenario, such as creating prototype,
graphs, diagrams, digital recording, presentation, experiment report, etc.
Project will count 40% of the student’s grade.
The students could complete the projects individually or in groups.

Each student should present the project. The teacher could check students’ knowledge
proficiency of the written question when they present their work.
The presentation will count 20% of the student’s grade.

A revision session is recommended before the students start their assessment to give
them an opportunity to review key topics in preparation for their assessment.

Students will need to upload their evidence on LMS to be assessed by the teacher.

The teacher will need to assess student evidence and provide the grades in the grading
rubric section and the feedback in the feedback section of the assessment brief.
Scenario:

Expo 2020 Dubai is preparing to welcome hundreds of thousands of visitors from around
the globe with spectacular entertainment from October 1, 2021 to March 31, 2022. One
of the top attractions of the Dubai Expo 2020 is Terra-The Sustainability Pavilion.

Terra sets an international example for sustainable building design and is built to be net-
zero for both energy and water. It features 4,912 photovoltaic panels that form a roof
canopy and ‘Energy Trees’ act as solar panels tracking the path of the sun.

Expo visitors must get a ticket online for entry, which will go on sale from July 18 as
below:

Ticket type Cost Number of entries

One-Day ticket 95 AED 1
Multi-Day ticket 195 AED 30
Premium ticket 1750 AED 180
• Meals are also available on site for 40 AED per person. Customers who
book a Premium ticket receive a 20% discount.

You have joined the Expo School Program Initiative for Schools (ESPIS). This is made up of
a number of students from across the UAE who will give advice, and guidance, to the
organisers of Expo 2020. Your task is to use the above information to help the finance
team in writing and solving the daily income equations using algebraic and word
expressions. Also, you need to calculate and compare the daily income if there is a change
in the tickets’ prices.
Methods, Tools and Evidence for assessment:

The project can be assessed using a range of assessment methods and tools to measure
the students’ performance, such as:

- Simulation (Virtual experiments) using Observations

- Work Product (Prototype)
- Experiment report.
- Digital recordings
- Presentation

Suggested Project:

The teacher will ask students to investigate the feasibility of buying premium tickets for
those who plan to visit the Expo every week, using numbers, equations, word & algebraic
expressions, and bar charts.

Teachers will need to ensure that all evidence for students’ assessment has been
captured and uploaded to LMS.
For example, digital recording, or written answers for questions using Microsoft Word,
Microsoft PowerPoint, Microsoft Excel, or any other suitable software.

All parts of the task must be addressed with sufficient evidence including the chosen
performance criteria from the following:
1.1 Write algebraic expressions and word expressions.
1.2 Use order operations to solve numeric and algebraic expressions
1.3 Use distributive property to evaluate and simplify expressions.
2.1 Converting sentences into equations and vice versa.
2.2 Solving one variable linear equation.
2.3 Use formulas to solve daily life problems.

Teachers may also need to use the Performance Evidence Record (PER) to record student
evidence such as if oral questions have been conducted.
Link to PER:

Link to PER:
Grading Rubric

Once students have achieved the assessment brief, you should then review the grading
rubric which overviews and outlines the expectations for the student’s grade for the entire
assessment brief.

The quality of work domain focuses on the student’s level of knowledge and understanding,
the ability to apply appropriate knowledge to the project, the level of independence and the
student’s evidence as a whole. Quality of work represents 80% of the whole assessment
brief.

The grading for presentation focuses on the student’s presentation of the project. The
presentation domain represents 20% of the whole assessment brief.

Quality of Work Domain Weighting - This

domain will make up 80% of
the total mark for this
assessment.

Grading Criteria Marks achievable Student’s score

Written Questions

 The students are expected to 8 marks

complete the written questions
correctly.

Project

 The project execution:

- Completion:

The student has completed 4 marks out of 4 possible

all the project marks.
 requirements.

The student has partially 1-3 marks out of 4 possible

completed the project marks.
requirements.

- Accuracy:

The student has

incorporated all the project
details accurately. 2 marks out of 2 possible
marks.
The student has
incorporated project details
adequately. 1 mark out of 2 possible
marks.

 The teacher’s guidance:

- The teacher has provided

the student with limited
guidance. 2 marks out of 2 possible
marks.
- The teacher has provided
the student with
substantial guidance. 1 mark out of 2 possible
marks.
Total marks for Quality of 16 marks
Work

Presentation Domain Weighting - This

domain will make up 20% of
the total mark for this
assessment.

Grading Criteria Marks achievable Student’s score

Presentation quality:

- Adequate:
The student’s presentation lacks
the main information and
significant details.
The student was barely prepared - 1 mark out of 4
for the presentation. possible marks.
The student was not able to
answer most of teacher’s - 2 marks out of 4
questions. possible marks

- Good:
The student’s presentation
included some of the main
points but could use more
details. - 3 marks out of 4
The student was mostly possible marks
prepared, but with some
dependence on just reading
slides.
The student was able to
answer a few of the teacher’s
questions.

- Very Good:
The student’s presentation of
the main points was clear and
detailed.
The student was very well
prepared. - 4 marks out of 4
The student answered most of possible marks
the teacher’s questions.

- Excellent:
The student’s presentation of
the main points was very clear
and very detailed.
The student was extremely
well prepared.
The student answered all the
teacher’s questions.
Total marks for Presentation 4 marks

Total marks for Assessment 20 marks