Assessment design criteria The Assessment design criteria are based on the learning requirements and are used by teachers to: clarify for the students what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the highest level of achievement. The assessment design criteria consist of specific features that: students need to demonstrate in their evidence of learning teachers look for as evidence that students have met the learning requirements. For this subject, the assessment design criteria are: • Concepts and Techniques • Reasoning and Communication The specific features of these criteria are described below. The set of assessments, as a whole, give students opportunities to demonstrate each of the specific features by the completion of study. Assessment Design Criteria Continued Mathematics The specific features of the criteria are described below: Concepts and Techniques Reasoning and Communication CT1 Knowledge and understanding of concepts RC1 Interpretation of mathematical results and relationships RC2 Drawing conclusions from mathematical CT2 Selection and application of mathematical results, with an understanding of their techniques and algorithms to find solutions to reasonableness and limitations problems in a variety of contexts RC3 Use of appropriate mathematical notation, CT3 Development and/or application of representations, and terminology mathematical models RC4 Communication of mathematical ideas and CT4 Use of electronic technology to find reasoning to develop logical arguments solutions to mathematical problems RC5 Development and testing of valid predictions Numeracy The specific features of the criteria are described below: Concepts and Techniques Reasoning and Communication CT1 Knowledge and understanding of RC1 Interpretation of mathematical results mathematical information and concepts
Assessment design criteria The Assessment design criteria are based on the learning requirements and are used by teachers to: clarify for the students what he or she needs to learn design opportunities for the student to provide evidence of his or her learning at the highest level of achievement. The assessment design criteria consist of specific features that: students need to demonstrate in their evidence of learning teachers look for as evidence that students have met the learning requirements. For this subject, the assessment design criteria are: • Concepts and Techniques • Reasoning and Communication The specific features of these criteria are described below. The set of assessments, as a whole, give students opportunities to demonstrate each of the specific features by the completion of study. Assessment Design Criteria Continued Mathematics The specific features of the criteria are described below: Concepts and Techniques Reasoning and Communication CT1 Knowledge and understanding of concepts and relationships CT2 Selection and application of mathematical techniques and algorithms to find solutions to problems in a variety of contexts CT3 Development and/or application of mathematical models CT4 Use of electronic technology to find solutions to mathematical problems RC1 Interpretation of mathematical results RC2 Drawing conclusions from mathematical results, with an understanding of their reasonableness and limitations RC3 Use of appropriate mathematical notation, representations, and terminology RC4 Communication of mathematical ideas and reasoning to develop logical arguments RC5 Development and testing of valid predictions Numeracy The specific features of the criteria are described below: Concepts and Techniques Reasoning and Communication CT1 Knowledge and understanding of mathematical information and concepts RC1 Interpretation of mathematical results