TIIE-End line Mathematics pilot
Providing multiple means of actions and expressions is a key principle of UDL which underlines the need to differentiate the ways in which learners can express what they know and understand.
The maths end-line assessment will incorporate this by evaluating students’ abilities in different formats.
Area 1: Place value:
Written: Students would be given a number and asked to write the number in expanded form, represent the number using the FLU model and identify the number of hundreds, tens and ones in it. They would also then be given a number in expanded format (200 + 40 + 6) and one represented in the FLU format (□ □ | | | ●●●●●●) and asked to write down the number.
Verbal interaction: Facilitator would ask the student what would be the composition of a given amount, say Rs. 238 if it only had to have Rs. 100, 10 notes and 1 Re. coins. They would also be
asked the reverse, if there were x Rs.100 notes, y Rs.10 notes and z 1 Re. coins, how much money would they have.
Area 2: Number operations:
Writing + explanation: A numerical expression (addition/subtraction) will be presented to the student. Before they attempt to solve the problem, they will be asked to construct an example using any objects of their choice or explain how they would teach it to a younger child using some real life examples to represent the given numerical expression,. For eg., if the expression is 4 + 7, the child can say a person had 4 objects and another person gave them 7 more; Or that two people had 4 and 7 objects respectively and they put them all together in a box, etc. Alternatively, students can be asked to construct a ‘word problem’ using the given numbers. Only the child’s understanding of the meaning of the operation would be assessed in this stage.
Next, the student will be asked to solve the problem using any method of their choice (standard algorithm/FLU model). They will then be asked to explain the process of how they performed the operation and arrived at the answer.
Verbal interaction: In this case, the child would be presented a contextual number operation problem as part of a conversation and the child’s thought process and ability to explain/solve would be evaluated. For eg., the facilitator can say I had 23 rupees and wanted to buy a book which was 30 rupees. So my mom gave me another 10 rupees, how much do I have now? The student would not necessarily need to write down and solve the problem, but they could if they wish to.
Graphical representation: The problem in this case would be presented pictorially i.e., pictures of objects and the child would be asked to solve and explain how they did it. This format would be presented only if the child is unable to solve in the other two formats.
Process flow:
