Observe how well pupils: Decide the information they need and how to use it Work towards a solution, and then interpret it Present their evidence and conclusion Questions to ask: What do you need to know to solve the problem? How can you find this information? Do your answers seem realistic? How accurate do they need to be? Are there any alternative approaches you could have used? Assessment guidance: Progression in Key Processes Representing Analysing Interpreting and evaluating Communicating and reflecting Identifies a relevant question, eg ‘How heavy is a £1 coin?’ Pupil A Takes a relevant step towards the solution, eg finds the mass (or volume) of a £1 coin Recognises the need to decide whether the mass (or volume) is realistic Presents a report (oral or written), but key information is omitted Pupil A Identifies relevant questions and recognises how to combine answers Takes relevant steps, eg finds the mass (or volume) of 5000 £1 coins Pupil A Uses knowledge of real life to determine whether the mass (or volume) is realistic Presents a clear report (oral or written) that covers most issues Pupil B Identifies information needed and has a clear method for solution Pupil B Implements a clear and correct method effectively Pupil B Uses information to reach an informed conclusion Pupil B Presents a clear and comprehensive report (oral or written) Selects only the information needed and has a clear and concise method for solution Implements a clear, correct and concise method effectively Reaches an informed conclusion and realises that further work is not necessary As above and shows evidence of reflection, eg that numbers used are estimates Sample response: Pupil A Comments Pupil A works out the mass, diameter and depth (height) of 5000 £1 coins, but is then uncertain how to proceed. Probing questions and feedback
Work towards a solution, and then interpret it Present their evidence and conclusion A useful source is www.waterwise.org.uk Questions to ask: What do you need to know to solve the problem? How can you find it? Do your answers seem realistic? How accurate do they need to be? Are there any alternative approaches you could have used? Assessment guidance: Progression in Key Processes Representing Analysing Interpreting and evaluating Communicating and reflecting Identifies a relevant question, eg ‘How many flushes per day per person?’ Takes a relevant step towards the solution, eg no. of flushes multiplied by no. of people Reaches partial conclusions Presents a report (oral or written) that covers most issues Identifies relevant questions and recognises how to combine answers Combines data to take more than one relevant step towards the solution Reaches an informed conclusion Pupil C Presents a clear and comprehensive report (oral or written) Pupil C Identifies information needed and has a clear method for solution Pupil C Implements a clear and correct method effectively Pupil C Reaches an informed conclusion, using appropriate accuracy As above and shows evidence of reflection, eg that nos. used are estimates Selects only the information needed and has a clear and concise method for solution Implements a clear, correct and concise method effectively As above and processes findings to make them accessible, eg uses percentages As above and reflects on the limitations surrounding the findings Sample response: Pupil C Comments Pupil C formulates her own questions and researches the information needed. Probing questions and feedback When you found the mean number of litres per flush, what assumptions did you make about the numbers of different