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
 TABLE OF CONTENTS

1. Introduction …………………………………………….………...…...3

2. The 2011 Administration……………………………………………….5

a. Types of items & weighting

b. The Multiple-Choice Paper
c. Internal Assessment Tasks

3. The Internal Assessment Tasks ………………………..………………7

a. Purpose
b. Suggested tasks
c. Recording marks
d. Standardization

4. 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. Recording and Submitting Marks ……………………………………17

a. Notes on entering marks using the EXAMVIEW software
b. Interim Mark Sheet

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 1. INTRODUCTION

a) Background

Continuous Assessment is one of the five components under the e-Learning Jamaica
Company Ltd. project. The main aim of this component is:

to influence the standardization of the curriculum and

programmes at the Grades 7 -9, level in Jamaican Secondary
and Technical High Schools

A critical part of the influence on standardization is the administration of common

assessment instruments.

b) Benefits

There are many benefits to having standardized programmes, and assessment at the lower
secondary level. Benefits span the school system: schools, administrative units, other
agencies and the general public.

Some of these are:

I. Providing information about students’ performance in order to have data
for:
a. the evaluation of e-Learning project activities, and
b. the early identification of the need for remedial action;

II. Improving the country results for the CXC/CSEC examinations, which are
taken within another two years, at the end of secondary schooling (Grade
11);

III. Providing information to schools to assist in areas such as:

a. the movement of students from one school to another,
b. standardized grading procedures, and
c. the development of standards, and interventions which are needed
to meet agreed standards;

IV. 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.

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 c) Nature of the tests

From discussions with officers from the Ministry of Education, and with school
principals and other personnel, the agreement was reached that these tests would:
I. target students at the end of Grade 9,
II. be diagnostic in structure and use, and
III. be based on the National Curriculum for Grades 9 (1998), developed under the
Reform of Secondary Education (R.O.S.E.) Phase 1.

d) How do these tests relate to other Grade 9 tests?

Prior to 2007, the Ministry of Education (MOE) administered The Junior High School
Certificate Examination and the Grade Nine Achievement Test, 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 All-
Age and Primary & Junior High Schools, to enter Secondary, Technical and Vocational
High schools. The Junior High School Certificate examination was discontinued in 2007.

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 2: THE 2011 ADMINISTRATION

One mathematics test paper will be administered in 2011. All secondary level schools
have been invited to participate. All items and tasks will be based on objectives in the
Grade 9 National Curriculum (ROSE I). These objectives are available on the website of
the Ministry of Education www.moe.gov.jm.

a) Types of items & weighting

There will be a Multiple-Choice paper contributing 60% of total marks, and

Internal Assessment Tasks, which will contribute 40% to the total marks.

b) The Multiple-Choice Paper

• There will be one paper of 60 items to be completed in 1 hour 30 minutes.

• 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.
• Schools will organize the notification of students, the invigilation of the paper,
and the marking of the answer sheets.
• A timetable will be sent to schools giving further details of the day and time
of the mathematics examination.

d) Internal Assessment Tasks

• Details of the tasks with guidelines for administering and marking are given
on the next pages, (pages 7 -15).

• These tasks are to be administered in schools, at any time during the period
January 4, 2011 through May 31, 2011.

• 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.

• A mark sheet and guidelines for entering the marks in the EXAMVIEW
software are on pages 17 and 18.

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 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. It is very important that the tasks be administered
under the same conditions, and marked using the given criteria so that the marks can be
reasonably comparable within each school and across all schools.

b) Suggested Tasks

This booklet includes five (5) tasks that cover different subtopics in mathematics.
Students will do two (2) tasks, based on different subtopics.

c) Recording Marks

Use copies of the mark sheet provided, or your own mark book to record the marks from
these tasks, and then enter the marks using the ExamView software (see pg 18), or as
advised by the e-learning project.

d) Standardization

Standardization begins at the school. Before marking, all teachers who will mark the
scripts for the Grade 9 students are to meet to discuss the mark scheme, application of the
mark scheme, and possible answers.

If possible, identify from among the scripts, or as posted on the e-learning website, a
sample of six to ten scripts that each person will mark, and come to an agreement on the
assigned marks in order to standardize the marking exercise. Each teacher can then mark
on his/her time.

After the marks have been submitted, a sample of scripts, which are to be sent in for
external moderation will be identified from each school.

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 4. 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.

15 13 16 12 16 15
14 12 14 17 18 17
16 15 15 13 14 16
17 15 14 16 12 15
16 12 18 16 15 16

1. Organize the ages of the members in a frequency table, beginning with a tally chart.

2. From the frequency table or otherwise, compute the mean age of the members.

3. How many members are 15 years or more?

4. The community also has an Adult Farmer’s Club for persons ages 19 or older. Within
another 3 years, how many of the members of the Youth Farmer’s Club, are eligible
to join the Adult Farmer’s Club.

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 TASK 1: THE YOUTH FARMER’S CLUB contd.

Instructions for teachers

1. How to administer

This task can be administered as a class test over 45 minutes. Students may be asked to
review the tally chart, frequency table, and how to compute the mean before coming to
do this task. As much as possible ensure that the work submitted is the student’s own.

2. Scoring: Mark Scheme and points to consider

This task is to be scored under the given headings, which are linked to the questions
which have been asked.

Category Descriptor Very Partly Not

competent competent competent/
no attempt
Knowledge of Knows the procedure for Yes Partial No
(facts & computing the mean (2) (1) 0
procedures)
Quest. 1,2, 3, 4 Demonstrates knowledge of Yes Partial No
[4 marks] multiplication, addition, division (2) (1) (0)
including facts
Conceptual Demonstrates understanding of a Yes Partial No
understanding tally chart or a frequency table (2) (1) (0)
(question 1) Makes an attempt to put the data Yes Partial No
[4 marks] into another format (2) (1) (0)
Accuracy in Completes the tally chart and /or Yes Partial No
application the frequency table accurately (3-4) (1-2) (0)
Quest. 1 & 2 [Ques. 1]
[8 marks] Computes the mean correctly using Yes Partial No
any legitimate means [Ques. 2 ] (3-4) (1-2) (0)
Analysis & Ques. 3 Answer is correct [1 Yes (1) Partial (0) No (0)
interpretation mark]
Quest. 3, & 4 Ques. 4 Answer is correct [3 Yes (3) Partial (1- No (0)
[4 marks] marks] 2)

3. Standardization

Remember that standardization for marking is important.

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 TASK 2: MAKING A PIE CHART

Instructions for students

The following is a family’s budget. Use the data for the activities below:

Area Amount of Fraction of Size of sector

money spent in total budget angle on the pie
one month chart
Food (including lunch $18,000
and snack)
Rental $27,000
Transportation $9,000

Utilities (light, water, $12,000

phone)
Savings $2,000
Furniture payments $4,000
TOTAL $72,000 100% 360°

1. Organize the data in a pie chart.

a. Calculate the fraction of the total income that is spent on each area.
b. Calculate the size of the angle in the sector that represents each area on a pie
chart.
c. Construct the pie chart with a radius of 5 cm. with sectors that show the
information in the table.

2. From the pie chart or otherwise, indicate the item to which the highest proportion of
money has been allotted.

3. The family wants to save $2000 more per month towards purchasing their own home.
How (in which area, and in what way) would you suggest that they spend less
money? Give reasons for your answer.

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 TASK 2: MAKING A PIE CHART cont’d
cont’d
Instructions for teachers

1. How to administer

This task can be administered as a class test over 45 minutes. Students may be asked to
review how to construct a pie chart before doing this task. As much as possible ensure
that the work submitted in the student’s own.

2. Scoring: Mark Scheme and points to consider

This task is to be scored under the given headings, which are linked to the questions
which have been asked.

Category Descriptor Very Partly Not

competent competent competent/
no attempt
Knowledge of Demonstrates knowledge of Yes Partial No
(facts & reducing fractions, and computing (3-4) (1-2) 0
procedures) with fractions.
Quest. 1a
[4 marks]
Conceptual Understands the procedures for Yes Partial No
understanding constructing a pie chart, and (3-4) (1-2) (0)
(question c) makes an attempt to put the data
[4 marks] into another format
Accuracy in Computes the angle size for all Yes Partial No
application the areas correctly.[Ques. 1b] (3-4) (1-2) (0)
Quest. 1 & 2 When making the pie chart, the Yes Partial No
[8 marks] angle of the sector corresponding (3-4) (1-2) (0)
to each area is correct (or nearly
correct), and is properly labeled.
Analysis & Ques. 2 Answer is correct [1 Yes (1) Partial (0) No (0)
interpretation mark]
Quest. 2, & 3 Ques. 3 Answer presents a Yes (3) Partial (1- No (0)
[4 marks] plausible situation reducing food 2)
or utility bills with practical
solutions [3 marks]

3. Standardization

Remember that standardization for marking is important.

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 TASK 3: EARNING INTEREST

Instructions for students

Read the following information and complete the given tasks/questions.

You received $25,500.00 (Jamaican dollars) as prize money for winning a mathematics
competition. 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.

Obtain information about types of savings accounts available and the interest rates
available for each one. This may be done from brochures, advertisements in newspapers,
or from visiting the institutions.

1. What is an interest rate? _______________________________________________

____________________________________________________________________

2. Complete the form below as if you were depositing the money to the desired savings
account, using as the account number: D00123, with your name and address on the
account.

Name of Bank: DEPOSIT FORM

Account number: DATE: year/month/day

Amount to be deposited:
Words: Numerals

Name on the account:

Address:

3. Compute and compare the interest by:

a. 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. (Assume that you do
not deposit or withdraw any money from the account, during the time period.)

b. Which institution would you select? Why?

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 TASK 3: EARNING INTEREST cont’d

Instructions for teachers

1. How to administer the task.

Students can do parts of this task for homework and other parts in class. For
example, the collection of the information, and review of computing Simple Interest
rates could be done for homework over the period of one week. Information could be
obtained from different sources: such as newspapers, internet sites, etc., as it is not
feasible for each student to visit a banking or investment institution. The computation
and final presentation could be completed during a class period of 45 minutes.

Students may be allowed to use a calculator, but not one that has a function to
compute Simple Interest.

2. Scoring: Mark Scheme and points to consider

This task is to be scored under the given headings, which are linked to the questions
which have been asked.

Category Descriptor Very Partly Not

competent competent competent/
no attempt
Knowledge of Knows what is an interest rate Yes Partial No
(facts & (1) (0) 0
procedures) Collects information needed for Yes Partial No
Quest. 1 the tasks – rates, how to (3) (1-2) (0)
[4 marks] compute Simple Interest

Conceptual Completes the deposit form Yes Partial No

understanding completely and correctly, must (4) (1-3) (0)
(question 2) have name, date, account
[4 marks] number, amount in words and
figures
Accuracy in Computes the interest correctly Yes Partial No
application for one institution or account (3-4) (1-2) (0)
Quest. 3a [Ques. 3 a]
[8 marks] Computes the interest correctly Yes Partial No
for the other institution or type (3-4) (1-2) (0)
of account [Ques. 3a ]
Analysis & Ques. 3b Answer is plausible Yes (3) Partial (1-2) No (0)
interpretation given the results the child got
Quest. 3b (even if the computation is not
[4 marks] correct) [3 marks]
Ques. 3b Reason is given and is Yes (1) Partial (0) No (0)
plausible [1 mark]

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TASK 4: SOLIDS

Instructions for students

Read the information and complete the given tasks.

The following sketch, not drawn accurately, shows a container that was used to
package chocolate. The container has a regular hexagonal cross section, with
each side 5 cm, and a length of 10 centimetres.

10 cm

(Sketch, not drawn accurately)

1. Is the container a prism or a pyramid? What features of the container would lead
to your conclusion?

2. a) How many sides does the container have and what is the shape of each side?
b) Use centimeter grid paper, or other paper to draw accurately the net of the
container.

3. A printer has the job of covering the container with the company’s logo and other
information, and plans to print them on a sheet of paper measuring 300 cm² (10
cm by 30 cm). Would this sheet of paper be able to cover exactly the longer sides
of the container? (Show how you got your answer)

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TASK 4: SOLID cont’d

Instructions for the teacher

1. How to administer the task

The task should be done over one week, and can be done for home work or class
work.

2. Scoring: Mark Scheme and Points to consider.

This task is to be scored under the given headings, which are linked to the questions
which have been asked.

Category Description Very Partially Not competent/

competent competent no attempt
Knowledge of Demonstrates Yes Partial No
(facts & knowledge of the (3-4) (1-2) (0)
procedures) properties of a regular
[4 marks] hexagon, and of solid
shapes.
Conceptual Explanation uses the Yes Partial No
understanding difference between a (4) (1-3) (0)
(question 2) prism and a pyramid
[4 marks]
Accuracy in Measures on the net of Yes Partial No
application the container are (3-4) (1-2) (0)
Quest. 1, 3c accurate
[8 marks] Computes the total Yes Partial No
area of the six longer (3-4) (1-2) (0)
sides of the container
(Ques. 3)
Analysis & Answers ‘Yes’ and Yes Partial No
interpretation implies or explains (3-4) (1-2) (0)
Quest. 3 [4 marks] that the area of the
paper should be the
same as the area of the
six longer sides of the
container.

3. Standardization

Remember that standardization for marking is important.

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 TASK 5: PLOTTING POINTS

Instructions for the student

Use the grid below or on another sheet of graph paper to answer the following questions.

Quadrant 2 y Quadrant 1

Quadrant 3 Quadrant 4

1. On the grid above,

a. Put in the scale on the x and y axis to plot the points below

b. Plot each of the following points: B (-1, 1), D (– 4, – 2), G (3, 5).

c. Join the points D, B, and G.

2. What does the plot of points show?

3. Draw the path a worm makes as it crawls along in Quadrants 3 & 4, keeping a
distance of 1 unit from the x axis.

4. Mark or give the coordinates of the point at which the worm crosses the path
joining D, B, and G?

15
 TASK 5: PLOTTING POINTS cont’d

Instructions for the teacher

1. How to administer the task

This task can be given as an in class assignment or test during a class period of 35
minutes. Make sufficient copies for each student. Ensure that this is the student’s own
work. If the work is incomplete mark the completed sections.

2. Scoring: Mark Scheme and points to consider.

Category Description Very Partially Not competent/

competent competent no attempt
Knowledge of Demonstrates Yes Partial No
(facts & knowledge of the (3-4) (1-2) (0)
procedures) coordinate grid, axes
[4 marks] and points
Conceptual Answers question 2 Yes Partial No
understanding correctly – a straight (4) (1-3) (0)
(question 2) line, or a line
[4 marks]
Accuracy in All points are plotted Yes Partial No
application accurately. 2 pts for (3-4) (1-2) (0)
Quest. 1, 3c point A, 1 point each
[8 marks] for B & G
Scale is put in on each Yes Partial No
axis correctly and (3-4) (1-2) (0)
includes positive and
negative values
Analysis & Recognizes the path Yes Partial No
interpretation of the worm as along (2) (1) (0)
Quest. 3, 4 the line Y= -1
[4 marks]
Point at which the Yes (2) Partial (1) No (0)
worm crosses the line
plotted is marked or
named correctly.
[Quest. 4]

3. Standardization

Remember that standardization for marking is important.

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 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, then enter the marks using the ExamView® software for which the E-Learning
Project purchased licenses and supplied to the schools.

General instructions for entering marks on ExamView® software

1. Speak to the Grade 9 Test Coordinator or the Systems Administrator, and note whether you
have to follow step 2 and step 3. If there is more than one Grade 9 class, each teacher should
NOT CREATE his/her own test and assignment for entering the marks.

2. Create the test in ExamView® Test Generator and link it with an assignment in ExamView®
Test Manager.
• In ExamView® Test Generator, 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.)
o Save the file in ExamView® as “Mathematics IA.tst”
• In ExamView® Test Manager: Open the existing Grade 9 Class file with students’ names
and IDs for the examination, and create a new assignment giving it the same title as the test
file you created as “Mathematics IA”. Link the assignment with the test file you created in
ExamView® Test Generator.

3. Enter students’ marks on the class file which has the Assignment “Mathematics IA”.
• Your Interim Mark Sheet has marks for TWO tasks, each with a total of 20 marks, with
Knowledge – 4 marks, Conceptual Understanding - 4 marks, Accuracy in Application – 8
marks and Analysis & Interpretation – 4 marks. Before you enter these marks in
ExamView® software, add the marks for Knowledge on both tasks together, the marks for
Conceptual Understanding on both tasks together, the marks for Accuracy in Application
on both tasks together and the marks for Analysis and Interpretation on both tasks together.
If there are marks for only one task, use the marks for this task alone.
• When the assignment on the class file has been linked to the test file, begin entering the
marks by selecting the first student on your list and double-clicking under the assignment.
The screen will come up for you to enter the marks for each question.
• You can use this same screen and just scroll down to the next student on the list to enter the
marks for another student. Remember to save your entries.

The examination coordinator will give specific instructions regarding the structure of the
results files, for the Grade 9 Diagnostic Test, such as whether there will be a separate file for
each subject, or whether all the Internal Assessment marks will be on one file, and all the
Multiple- Choice marks will be on a separate file.

17
 INTERIM MARK SHEET

Name of school: _____________________________ Subject: MATHEMATICS

Name of teacher: ________________________________ Class: _______________

Exam LAST FIRST Marks Marks Both tasks together

ID NAME NAME Task # Know- Conceptual Applic- Analysis Task # Know- Conceptual Applic- Analysis Know- Conceptua Applic- Analysis
Total Total Total
ledge Under- ation ledge Under- ation ledge l Under- ation
standing standing standing

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