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Assessment > Medium term > Assessment criteria |
The following may be considered as medium term assessment :
Although you will use the level descriptors to make a 'summative best fit' assessment at the end of the key stage, you will probably also want to monitor pupils progress at the end of each unit of work. The following criteria bank only relates to this unit and its purpose is to : Break the assessment of the unit into small manageable parts, enabling teachers to identify areas of achievement pupils' confidence to grow by showing progress, however small informed future planning Enable staff to show progress with individual pupils or whole classes. Provide data for statistical analysis
Expectation from this unit can be summarised as :
Most pupils will: Work as part of a larger group to develop a small business product for sale at a school 'Trade Show'. They will develop individual roles and understand the principle parts of a business. Corporate design is considered with logos and headed paper used as part of a larger mail merging task. They will be able to examine a financial model for break even, profit and loss and develop one for themselves. Use LOGO to simulate the CNC cutting of a maze and develop a set of procedures. FLOWOL is successfully used to simulate a production line for maze manufacture. Prepare, organise and contribute to a group presentation with evaluation. Some pupils will not have made so much progress and will: Work as part of a larger group to develop a small business product for sale at a school 'Trade Show'. With help they will develop a role and understand the basic way a business runs. Some corporate design is considered with logos and headed paper. With help, they will have mail merged documents although the documents may have been prepared for them. They will be able to examine a financial model and with help develop one for themselves. Use LOGO to simulate the CNC cutting of a maze and develop a set of procedures. FLOWOL is successfully used to simulate a production line for maze manufacture, this may not use sensors or feedback. Prepare, organise and contribute to a group presentation with evaluation. Some pupils will have progressed further and will: Work and take the leading role within a group to develop a small business product for sale at a school 'Trade Show'. They will develop an individual role and understand the way a business functions. Corporate design is considered with logos and headed paper used as part of a larger mail merging task. They will be able to fully examine a financial model for break even, profit and loss and develop one for themselves which may include additional functions, macros, menus and command buttons. Use LOGO to simulate the CNC cutting of a maze and develop a set of procedures. FLOWOL is successfully used to simulate a production line for maze manufacture which includes the use of sensors, loops and feedback. Take the leading role to prepare, organise and give their group presentation. They are able to evaluate and give feedback to others. Levels are reported as whole numbers with intermediate progress as letters. Each level subsumes the previous level.
Level | Skill | Knowledge & Understanding
4c | Sequencing events Can develop a time line that relates to a set of events. Market research Used suitable software to develop a logo and has mail merged using prepared documents / data source Financial modelling Can use the obvious tools of a spreadsheet package that relate to this unit of work. Has used the prepared spreadsheet model and changed variable to see the outcomes. Can use the trial and error method to seek outcomes such as material costs and with help can create a simple financial model. Manufacture Can examine LOGO examples and develop a simple maze for themselves. Can use FLOWOL to simulate a simple production line. Presentation With others, can give a presentation. This may will not have supporting notes. | Sequencing events Understands the concept of a time line that follows a set of events. Market research Knows how market research affects everyday life. Understands the reason for corporate design e.g. logos and headed paper. Financial modelling Can use a spreadsheet to model situations using trial and error. Understands the reasons behind bulk purchases and different costs. Manufacture Understands that manufacture can be carried out in different ways and that machines can be computer controlled and can give simple examples, e.g. car production. Presentation Knows that the order of the presentation is important and that it should be directed towards the intended audience.
4b | Sequencing events Can develop a time line that accurately relates to a set of events. Market research Used suitable software to develop a logo and headed paper and has mail merged using partly prepared documents / data source. Financial modelling Can load and edit data within a prepared spreadsheet model using mathematical operators and can use the tools of a spreadsheet package that relate to this unit of work. Can create a simple financial model and with help use goal seek. Manufacture Can examine examples and use LOGO to develop a maze including simple procedures. Can use FLOWOL to simulate a simple production line. This may use loops and feedback. Presentation With others, can give a presentation using speaker notes. Pupils may be using keyboard shortcuts to improve development time. | Sequencing events Understands that a timeline can be used to track progress, e.g. the manufacture of an item Market research Knows about direct mail and can give examples including where it impacts on everyday life, e.g. junk mail. Financial modelling Understands that a spreadsheet can be used to model different situations by changing variables e.g. cost of materials Has produced a simple working spreadsheet model and can interrogate it using goal seek. Can explain how this works. Has an appreciation of financial language. Manufacture Can explain different manufacturing processes and knows how to program LOGO to simulate a cutting tool. This can be explained using appropriate technical language. Presentation Can work as part of a larger group to present their work after discussion about what to include. Self review and evaluation is taking place.
4a | Sequencing events Can develop a time line that accurately relates to a set of events and may take the form of a Gantt chart. Market research Used suitable software and more advance skills to develop a logo and headed paper and may have used these as part of mail merging Financial modelling Can use the tools of a spreadsheet package that relate to this unit of work pupils and can examine an example financial model drawing conclusions. Can interrogate the spreadsheet using goal seek. Can create a financial spreadsheet to model break-even, adding worksheets, renaming and linking cells . Manufacture Can examine examples and use LOGO to develop a maze including procedures. Can use FLOWOL to simulate a simple production line. This will use loops and feedback. Presentation With others, can give a presentation using speaker notes. | Sequencing events Understands a Gantt chart Market research Knows how direct mail works and can explain the process of mail merging using correct technical language. Financial modelling Can use correct financial terms when discussing the work. Knows about break-even, profit and loss. Can explain the advantages of goal seek over trial and error method. Has completed most worksheets with some help but has not totally relied upon prepared answers. Manufacture Can discuss where different manufacturing processes are used and the reasons why. Understands the term CNC and can describe where controlled machines are used. Knows about procedures and can describe how these are used to make a program more efficient. Presentation There is a developing awareness of consistency, any evaluation is reasoned and useful.
5 | Sequencing events With help can develop a Gantt chart to follow a sequence of events. Market research Used suitable software and more advance skills to develop a logo and headed paper and has used these for the form letter during mail merge. Financial modelling Can examine, using goal seek where required, example financial models and draw conclusions about material costs, break-even, profit and loss. Can use the tools of a spreadsheet package that relate to this unit of work to create a financial spreadsheet to model break-even using absolute cell references. The spreadsheet is tested for accuracy. Manufacture Can examine examples and use LOGO to develop a maze including procedures. Can use the procedures to create a new maze design. Can use FLOWOL to simulate a simple production line. This will use loops. sensors and feedback. Can develop a clear set of sub routines for the maze which show an efficiency of commands. Presentation With others, can give a presentation using speaker notes. | Use appropriate evaluation criteria to select work from a range of materials from the various sections below. This can be used to show progressive change. Sequencing events Understands how a small business may use a Gantt chart when developing a product. Market research Knows how market research can inform future design. Understands and can discuss the benefits of mail merge compared to traditional methods giving examples of both. Can explain the stages of mail merge and how they interact. Financial modelling Understands the relationship of worksheets as part of a workbook (Excel) and how cells within these link together. Can explain why it is important to model costs and find break-even points. Manufacture Can explain the simulated production line using correct technical language. Understands the limitations that this type of system can bring. Can use and explain the use of procedures and sensors within their work. Presentation There is a developing awareness of audience, any evaluation is reasoned and useful. Feedback is given to others.
5c | Sequencing events Independently can develop a Gantt chart to follow a sequence of events. Market research Has successfully mail merged by creating a form letter and data source that uses the headed paper and logo. Financial modelling Can examine, using goal seek where required, example financial models and draw conclusions about material costs, break-even, profit and loss. They test hypothesis for their maze and use this to inform future work. Can use the tools of a spreadsheet package that relate to this unit of work and create a financial spreadsheet to model break-even points using absolute cell references and new functions such as ROUNDUP and ROUNDDOWN. Can add worksheets, rename and link cells between them. The spreadsheet is tested for accuracy. Manufacture Can examine examples and use LOGO to develop a maze including procedures. Can design new mazes based upon previously created procedures. Shows an increasing development of skills required to simulate a production line. Presentation With others, can give a presentation using speaker notes. The presentation may contain effects that help get over key points, e.g. sound. | Pupils working at this level and higher should show a developed awareness and increased understanding of their work. There should be evidence that the pupil has worked at a higher level and the work has been completed independently. Examples: Sequencing events Understands and can describe how a Gantt chart is used to develop a manufacturing process or to assemble a project together. Market research Has used a variety of methods to create the corporate image for the logo and headed paper. Can explain how the logo represents their business and the ways that it may be used. Financial modelling Understands how ROUNDUP and ROUNDDOWN functions work Has a good understanding of relative and absolute cell referencing. Graphing is used with purpose and correct styles are chosen. These are then used to help interrogate the spreadsheet. Can explain the use of hyperlinks within a spreadsheet. Understands what a macro is and how it can be used within a spreadsheet. Can demonstrate its use. Manufacture Has a raised awareness of how LOGO and FLOWOL can be used to simulate manufacturing processes. Could create a mimic to work alongside the FLOWOL flowchart. Presentation Can work as part of a larger coordinated group that has made group decisions although the work is carried out independently. Can describe how their Trade Show stall would be set up and advertised. Knows about health and safety and could carry out a risk assessment and explain this within the presentation.
5b | Sequencing events Can produce a Gantt chart with confidence following a set of events. Market research Has successfully mail merged but can also edit the form letter to include different fields. Financial modelling As 5c but pupils may include linked graphs to use for comparing material costs. Manufacture As 5c but pupils use more advanced skills to make the programs more interesting. Presentation As 5c but pupils use more advanced skills to make the presentation more interesting.
5a | Sequencing events Can design and create a Gantt chart. Market research Corporate stationery has been created and used with confidence during mail merge. Financial modelling As 5b but pupils may also include a menu page and command buttons / macros. New functions (ROUNDUP and ROUNDDOWN) are used with confidence. Manufacture LOGO has been used with confidence to create / edit various mazes that use procedures in an efficient way. FLOWOL has been used to simulate a production line and pupils may have designed their own mimic. Presentation Pupils have contributed to an organised and well delivered presentation that has used different effects and methods to communicate, e.g. a sound commentary.
6 6c 6b 6a | Pupils who are working at these level should be able to show that they are learning and using skills independently to develop their work beyond the expectations of the unit. Sequencing events E.g. Using comments or hyperlinks to other documents from within the Gantt chart. Market research E.g. developing data sources from other software such as a spreadsheets. Financial modelling E.g. a financial spreadsheet has been produced that does not follow the example and uses other skills learnt in previous units. Manufacture E.g. using LOGO and FLOWOL commands to simulate more difficult systems. Presentation E.g. other external resources are used within the presentation - evaluation and feedback is given leading to improvements being made.