Functional Skills Mathematics Level 1 sample assessment

Transcription

1 Functional Skills Mathematics Level 1 sample assessment Assessment pack Healthy Eating February 2010 Version 3.0

2 About City & Guilds City & Guilds is the UK s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers wldwide f providing qualifications that offer proof of the skills they need to get the job done. City & Guilds Group The City & Guilds Group includes City & Guilds, ILM (the Institute of Leadership & Management) which provides management qualifications, learning materials and membership services, NPTC which offers land-based qualifications and membership services, and HAB (the Hospitality Awarding Body). City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council. Equal opptunities City & Guilds fully suppts the principle of equal opptunities and we are committed to satisfying this principle in all our activities and published material. A copy of our equal opptunities policy statement is available on the City & Guilds website. Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute 2010 and may not be copied, reproduced distributed without pri written consent. However, approved City & Guilds centres and learners studying f City & Guilds qualifications may photocopy this document free of charge and/ include a locked PDF version of it on centre intranets on the following conditions: centre staff may copy the material only f the purpose of teaching learners wking towards a City & Guilds qualification, f internal administration purposes learners may copy the material only f their own use when wking towards a City & Guilds qualification The Standard Copying Conditions on the City & Guilds website also apply. Please note: the Functional Skills standards are not The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the Qualifications and Curriculum Authity (QCA) Publications City & Guilds publications are available on the City & Guilds website from our Publications Sales department at the address below by telephoning +44 (0) faxing +44 (0) Every efft has been made to ensure that the infmation contained in this publication is true and crect at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability f loss damage arising from the use of infmation in this publication. City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0) F +44 (0) centresuppt@cityandguilds.com

3 Contents 1 Assessment guidelines Checklist and overview Assess guidance notes Example solutions f task 8 2 Assessment recding Mark scheme f test Summary assessment recd f task Declaration 13 Functional Skills Mathematics Level 1 Healthy Eating 1

4 1 Assessment guidelines 1.1 Checklist and overview General assessment guidelines common to all three functional skill areas are included in the qualification handbook. The following is a checklist of the basic guidelines as well as infmation particular to Functional Skills Mathematics. all assessments must be taken under supervised conditions assessments are summative and must be taken when the candidate is deemed to have the skills and knowledge necessary to achieve (known as when ready ) f Functional Skills Mathematics, assessments may be completed over no me than three sessions candidates must not take their wk away in between assessment sessions assessment sessions must be consecutive, ie no learning preparation may be given between assessment sessions, but not necessarily on the same day the test must be completed in one session the task must be completed in no me than two sessions. Centres may split the task over two consecutive sessions at their discretion assesss may choose to let candidates sit the test and task in either der, depending on the needs of the individual candidates candidates will need paper, squared graph paper, pens and pencils, a 30cm ruler with millimetres and a calculat and should have access to a protract the assessment contains all the infmation that the candidate will need to complete it, along with some numerical infmation that is not needed. The candidate is expected to sift through the source material in the Infmation pack to find the relevant infmation the assess should mark the test accding to the Mark Scheme f the test (see 2.1 on page 9) the assess should mark the task using the Expected solutions as guidance (see 1.3 on page 8), though other answers may be possible, and mark accding to the Summary Assessment Recd (see 2.2 on page 11) if a candidate fails one part of the assessment they need only re-sit the cresponding test task from one of the other assessments, rather than sitting a complete assessment again. Functional Skills Mathematics Level 1 Healthy Eating 2

5 1.2 Assess guidance notes The assessment comprises a test and a task. The candidate must sign the front sheet of the test and of the task to confirm authenticity. The assessment is provided as a single document, but should be collated in 4 parts: the test paper (which includes the questions and space to show wkings and answers) the task introduction (which contains background infmation and an outline of the task) the task Infmation pack (which contains all the additional infmation the candidate will need, along with some redundant infmation, because part of the assessment is to select relevant infmation) the task answer booklet It is recommended that the infmation pack be printed on coloured paper f ease of use when the candidate is flicking back and fth between bits of paper. The overall time allowed is two hours plus reading time. The two parts of the assessment have associated recommended times. However if candidates require further time to complete either part of the assessment this is permissible during the pilot phase. In this case the extra time taken must be noted in the assessment pack. Notes f the test The assess, other person administering the assessment, should introduce the test to the candidate(s) and check that they have all the equipment they may require including graph paper. The assess should instruct the candidate(s) to write their answers in the spaces provided and to show all their wkings clearly as they may get some marks f their wkings if their answers are wrong. The assess, other person administering the assessment, may read the instructions to the candidate(s) but not the actual questions, unless the candidate has special assessment requirements. Assesss should refer to the document Access to assessment and qualifications f further guidance on candidates with special requirements. This can be downloaded from Notes f the task The task contains an introduction, a set of instructions to the candidate and an infmation pack containing the source materials. F the task, the assess is advised to spend about 10 minutes to familiarise the candidate(s) with the task and source materials by explaining to the candidate(s) what the three sets of papers (candidate s paper, answer booklet and infmation pack) are and what is expected from this task. The assess, other person administering the assessment, may read the introduction and instructions to the candidate(s) but not the contents of the infmation pack beyond section headings and speech bubbles. The assess should check that the candidate(s) understand what is expected of them. The assess must not give any indication of approaches the candidate(s) could take, of how to do the task. The assess should check that the candidate(s) have all the equipment they may require, including graph paper. The assess should instruct the candidate(s) to write their answers in the booklet provided and to show all their wkings clearly as they will be given marks f their wkings as well as their final answers. Functional Skills Mathematics Level 1 Healthy Eating 3

6 The assess may allow a further 15 minutes reading time f the candidates to reread the instructions and to read the infmation pack in detail. Candidates can ask the assess questions during this time, but must not talk to each other. Assesss may clarify the task and answer general questions about the source material in the infmation pack, but must not tell candidates how to do the actual task even what approach they should take to complete the task. Assesss should refer to the document Access to Assessment and qualifications f further guidance on candidates with special requirements. This can be downloaded from Marking The assess should mark accding to the Summary Assessment Recd (see section 2.2). Summary Assessment Recd f the task The Summary Assessment Recd provides a marking scheme as well as a place to recd achievement. Assesss should first read through the candidate s wk getting an overview of the candidate s response to the task befe applying the mark scheme. This mark scheme looks at the assessment criteria involved in the whole task rather than the marking of individual answers. Infmation relevant to a particular criterion may be spread throughout the candidate s response. What the candidate must do in der to be awarded the marks f each assessment criterion, including acceptable tolerances, is given in brief on the Summary Assessment Recd and is outlined in me detail below (examples relate to the sample assessment Healthy Eating): Marking Criteria 1 Identify approach The candidate has clearly identified used an approach to the task that enables them to complete the task and identified what needs to be achieved to get to the desired outcome. No tolerance can be given f this criterion because the candidate must choose an appropriate approach to be able to complete the task. Evidence f this criterion will be intrinsic to a candidate s achievement of the overall task. In some cases the approach may not be clearly specified, but inferred from successful completion. The mark is f identifying the approach and so may still be gained if errs are made in selecting data calculations. 2 Select crect data The candidate has selected all the crect data to use f the task. Crect data in this instance means that they have taken the data from the crect place, eg using the data given f salt content in a meal and recommended daily salt intake to wk out the percentage of the recommended salt contained in a meal. If the candidate has missed out some of the necessary data they will lose this mark. 3 & 4 Select calculations The candidate has selected suitable calculations that will enable them to solve the problem and get the required results. This may be inferred from the calculations carried out; there is no requirement f separate written items to show selection and perfmance of calculations (see next section). Two marks are available if the candidate has identified all the necessary calculations. The calculations required f each mark are broken down on the mark scheme f each assessment. Functional Skills Mathematics Level 1 Healthy Eating 4

7 5 & 6 Perfm calculations The candidate has carried out the calculations they identified. The principle of follow-through should be applied here, meaning that if they have selected an increct calculation they can still have credit f carrying out those calculations crectly. In the event that the candidate has selected completely increct calculations that are not fit f purpose, even though they may receive these marks, they will not pass the task overall because the overall results must be reasonable in the context. If a candidate has made an err it should be penalised once, but then the remainder of the calculations should be marked as if that was the crect outcome. Two marks are available if the candidate has carried out all the necessary calculations. The calculations f each mark are broken down on the mark scheme f each assessment. Do not penalise occasional min slips in calculations if their effect is insignificant in terms of the context. Min slips are small errs that do not significantly affect the overall results and conclusions, f example 17g 2 = 8g 16g x 6 = 98g inappropriate rounding/truncation. The candidate must be penalised a mark f a significant err in one me of the calculations eg 17g 2 = 15g 140g 55g = 115g. Errs converting between units eg metres to millimetres kilograms to grams are classed as significant errs. In some instances approximate values may answer the task and so candidates should not be penalised if this is made clear in their approach. 7 Check results The candidate has shown a clear crect check f at least one calculation. Candidates are expected to check routinely that their calculations are crect, however it is not expected that this will always be recded; they need only demonstrate one clear check to obtain this mark. A straight repeat of a calculation is not nmally acceptable as a check at these levels. The type of check should be indicated on the mark scheme by the assess and highlighted within the candidate s evidence. The candidate can be awarded the mark f a crect check even if it shows that the answer is wrong, but unless they go back and crect the err they will be penalised at the calculation stage. Of course, if the check shows that an answer is wrong and the candidate does go back and crect it they will not be penalised at all. The principle of follow-through applies, so if the candidate has selected an inappropriate calculation (and been penalised f this) they can still get the mark f a crect check of that increct calculation. Functional Skills Mathematics Level 1 Healthy Eating 5

8 8 Present results The candidate has presented their results clearly in an appropriate way. There are two parts to presentation of results: 1. written recd of results 2. suppted by appropriate tables, charts, graphs, diagrams as appropriate. The results/data presented should be accurate and any tables, charts graphs should follow conventions f labelling as appropriate to the level. 9 Explain results The candidate has explained their results and how they answer the task set, by 1. reference to the task and 2. to the results as presented. The explanation may not be the expected outcome if the candidate s results show something different. The explanation may be in writing verbally to the assess. If the explanation is given verbally, the assess must make brief notes of what the candidate said on the profma provided. It is acceptable f the assess to prompt the candidate by asking what their results show, but the assess must not lead the candidate. The sophistication of this explanation will increase with the levels, so at Level 1 it is likely to be fairly limited, but at Level 2 a full explanation of what they have done and found out is required f the mark. 10 Check wk makes sense The candidate has checked that their results make sense in the context. This includes thinking about the magnitude of the results and whether they are as expected seem about right. Candidates may find it difficult to express this and should not be penalised f po communication skills as long as it is clear that they have reviewed the task set and the outcome and commented on whether their findings are a reasonable solution in the context of the task set. It is acceptable f the assess to prompt the candidate by asking if the results make sense and how they know this. The check will nmally be evidence in writing; however the assess may give the candidate(s) the option to explain their check f sense verbally instead if this is deemed to be me appropriate. If the explanation is given verbally, the assess must make brief notes of what the candidate said on the profma provided. Deciding whether the candidate has achieved The assess should firstly add up the marks achieved. The candidate must obtain at least 8 marks out of 10. If the candidate has 8 me marks, the assess needs to check whether the candidate s overall solution has answered the task set. If the candidate has completed the task set with no significant omissions and has not come to a ridiculous conclusion, then the candidate has achieved. The task is made up of several parts leading to the overall conclusion. If the candidate has omitted any significant part of the task, then the candidate has not achieved even if they have 8 me marks. Functional Skills Mathematics Level 1 Healthy Eating 6

9 If the results are wildly out so that they really do not make sense, to the extent that the task set has not been answered reasonably, then the candidate has not achieved even if they have 8 me marks. It is often the last three criteria that let candidates down. It is essential that teaching and learning prepares candidates in such a way that they routinely reflect on their results in light of the question task set and that they develop a habit of checking their results f accuracy and questioning whether they make sense. The skills of estimation are invaluable in this. A note of the use of follow-through When marking wk, assesss should apply the principle of follow-through. Because the task requires a series of stages, a candidate may make an err in one of the steps but then go on to calculate interpret crectly using the increct value outcome. This err should only be penalised once, at the point where the err is made; the assess must mark the remainder of the task as if this was the crect value outcome. However, bear in mind that the final answer must be reasonable in the context. If the answer does not make sense in the context then the candidate has not achieved on this occasion. Functional Skills Mathematics Level 1 Healthy Eating 7

10 1.3 Example Solution f the task The candidate must investigate at least two changes, with cresponding figures, in any combination. ingredient to change fat content change fat content improvement per person reduction of fat by pizza dough 2g reduce amount 2 2 = 1g 1g 100g (eg halve) tomato sauce 10 2 = 5g use chopped 0g 5g 50g tomatoes cheese 30 2 = 15g use low fat 20 2 = 10g 5g 50g fried onion 10g = 2g microwave 0g 2g deep fried chips 200g 15 x 2 = 30g oven chips 5 x 2 = 10g 20g mashed 6 x 2 = 12g 18g boiled jacket 0g 30g jacket + butter 4g 26g Notes f assesss Candidates can investigate any two changes and may recommend either as long as they justify their answer, eg they do not have to go f the greatest reduction if they think that customers really like fried chips. Checking of calculations These may appear by the relevant calculation in a separate section. Results Results must be presented in a way that answers the problem (eg changes recommended, reasons, and health improvement f the customer). Checking answers make sense Candidates should show that their suggestion reduces the fat and refer back to this in their reflection. They should recognise that the reduction must be less than the total amount of fat in the meal. It is not expected that candidates should have any nutritional knowledge outside that provided in the assessment. Functional Skills Mathematics Level 1 Healthy Eating 8

11 2 Assessment Recding 2.1 Mark scheme f the test Candidate s name: Mark scheme 1. 2 marks f: they (the number of meals sold) go up (each month) equivalent; accept goes from (meals) to (meals) 1 mark f: it (the line) goes up each month (recognises trend) igne any increct figures if crect trend is identified 2. 1 mark f: , thirty-three thousand igne spelling errs 3. 2 marks f: 44(p), ( ) mark f: crect method (eg 2.20 x 20/100) 4. 2 marks f: addition of rounded prices f sandwich, fruit and yoghurt {eg ( ) ( ) ( )0.75 = ( )2.35 ( ) ( ) ( )0.70 = ( )2.20 ( ) ( ) ( )0.70 = ( )2.30 ( ) ( ) ( )0.75 = ( )2.25} 1 mark f: Any 2 rounded values shown 5. 2 marks f: ¼, a quarter, one quarter 1 mark f: 5/ % 6. 2 marks f: 8 1 mark f: 80/ marks f: 3 1 mark f: 7 and 10 seen 8. 1 mark f: 1/20, 0.05, 5%, 1 out of 20, 1 in 20 (do not accept 1:20) 9. The expected answer is a bar chart pictogram. If the candidate has produced an alternative display, award only the marks which relate to their given display (eg pie chart: it is possible to get label and title mark, crect key mark, 1 mark if all sects are crect and the numbers are shown; line graph: it is possible to get label and title mark, crect scale mark, 1 mark if all plots are at the right heights) Max marks Cand mark City & Guilds Assessment Criteria 2 marks FM1.2.1b 1 mark FM1.2.1a 2 marks FM1.2.1g 2 marks FM1.2.1a 2 marks FM1.2.1g 2 marks FM1.2.1j 2 marks FM1.2.1j 1 mark FM1.2.1k 4 marks FM1.3.2 Functional Skills Mathematics Level 1 Healthy Eating 9

12 1 mark f: crect labels and title AND 1 mark f: crect scale ( key) AND 2 marks f: 5 bars (blocks made up of symbols) with crect heights 1 mark f: 3 4 bars (blocks made up of symbols) at crect heights 5 crect points if bars not drawn Average customer sces f Elfy's Organic Drinks 10 average sce Passion fruit Blueberry & melon Carrot & ange Plum & apple Beetroot & banana drink marks f: 120mm and 80mm, 12cm and 8cm 1 mark f: one crect dimension marks f: rectangle drawn with answers from question 10 f length and width (± 2mm) 1 mark f: any rectangle (not a square) drawn with one found dimension marks f: 4 (capfuls) 1 mark f: 10/5 x 2 ( equivalent) marks f: 18(m 2 ) 1 mark f: 6 x 3 seen marks f: 72(m 3 ) 1 mark f: complete crect method with one calculation err (eg 3 x 6 x 4 seen 18 x 4 seen) marks f: ( ) mark f: ( )109.5 complete crect method with one calculation err Total marks awarded to candidate = 30 marks available Pass mark = 20 marks 2 marks FM1.2.1b 2 marks FM1.2.1c 2 marks FM1.2.1h 2 marks FM1.2.1d 2 marks FM1.2.1d 2 marks FM1.2.1i The candidate has achieved 20 marks me f the test. The candidate has been unsuccessful on this occasion in the test. Functional Skills Mathematics Level 1 Healthy Eating 10

13 2.2 Summary Assessment Recd f the task Candidate s name: Tick if achieved These criteria must be independently achieved by the candidate 1. Identified two changes to fat content f example: pizza dough use half the quantity tomato sauce use chopped tomatoes Cheese use low-fat cheese fried onions use microwaved onions Deep fried chips other potato (boiled, jacket, oven, mash) other possible change based on the infmation pack 2. Selected crect data from infmation pack f at least two changes (eg crect fat content befe and after f each change) see table in 1.3 on page 8 3. Selected crect calculations that will provide a crect solution f one change f example dough eg g fat: 2 - (2 2) =, equivalent tomato eg g fat: (10 2) 0 =, equivalent cheese eg g fat: (30 2) (20 2) =, equivalent onion eg g fat: (20 2) 0 =, equivalent fried chips eg g fat: (15 x 2) (5 x 2) =; (15 x 2) (6 x 2) =; (15 x 2) 0 =; (15 x 2) 4 = other crect calculation as appropriate 4. Selected crect calculations that will provide a crect solution f a second change (see examples in box 3 above) 5. Calculated the difference between befe and after values f one change f example dough eg g fat: 2 - (2 2) = 1g tomato eg g fat: (10 2) 0 = 5g cheese eg g fat: (30 2) (20 2) = 5g onion eg g fat: (20 2) 0 = 2g fried chips eg g fat: (15 x 2) (5 x 2) = 20g; (15 x 2) (6 x 2) = 18g; (15 x 2) 0 = 30g; (15 x 2) 4 = 26g other crect calculation as appropriate 6. Calculated the difference between befe and after values f second change 7. Checked that their results are accurate Alternative calculations Reverse calculation Approximation Other (please specify) At least one check must be done to tick criteria box in left hand column 8. Presented results clearly, including a chart table to show the nutritional difference the changes would make to each customer Reference to FS standards Represent 1.1 Represent 1.2 Identify approach Represent 1.4 Select data Represent 1.3 Select calculations Analyse 1.1 Analyse 1.2 Analyse 1.4 Perfm calculations Interpret 1.3 Check results Interpret 1.4 Present results Functional Skills Mathematics Level 1 Healthy Eating 11

14 9. Selected one change to recommend with reasons Written statement Verbal explanation to assess (if response is verbal, the assess should recd the candidate s response on the profma provided below) 10. Checked that their wk makes sense in the context Written statement Verbal explanation to assess (if response is verbal, the assess should recd the candidate s response on the profma provided below) Interpret 1.2 Explain Interpret 1.3 Check wk is sensible Verbal evidence (if applicable) Tick if the explanation and/ check were given verbally and give brief notes of what the candidate said. (box 9) Explain results (box 10) Check wk makes sense The candidate has achieved at least 8 of the 10 criteria and the overall answer is reasonable in the context. The candidate has been unsuccessful on this occasion. Please indicate as applicable: The candidate has achieved the requirements of both parts of the assessment The candidate has been unsuccessful on this occasion. Please ensure the declarations on the following page are completed. Functional Skills Mathematics Level 1 Healthy Eating 12

15 2.3 Declaration Assess declaration: I confirm that the candidate has met the standard required by this assessment and has achieved all of the requirements f this Functional Skills Award. Assessment was conducted under the specified conditions, and is valid, authentic, reliable, current and sufficient. Assess signature Date Internal verifier declaration: (if sampled) I confirm that the candidate has met the standard required by this assessment and has achieved all of the requirements f this Functional Skills Award. I have internally verified this wk. Internal verifier signature Date External verifier declaration: (if sampled) I confirm that the candidate has met the standard required by this assessment and has achieved all of the requirements f this Functional Skills Award. I have externally verified this wk. External verifier signature Date Functional Skills Mathematics Level 1 Healthy Eating 13

16 Published by City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0) F +44 (0) City & Guilds is a registered charity established to promote education and training Functional Skills Mathematics Level 1 Healthy Eating 14