Functional Skills Maths Entry Sample Assessor Pack The following documents are included in this assessment pack: Guidance on the conduct of the assessment. General marking guidance and assessment principles. Mark schemes and guidance. Functional Skills Maths Entry Assessor Pack Page of 9
Assessment Code: FSMESA General guidance for the conduct of controlled assessment maths E paper The assessment must be taken under controlled conditions. This means that the learner must be supervised at all times during the assessment. Learners must be provided with a suitably quiet, undisturbed location, with adequate heating and lighting. The accommodation normally used by learners may be used for assessment. There is no need to remove posters, displays or materials containing information relevant to what is being assessed. However, materials should not provide a prepared answer to the task. The assessment may take place over more than one session. If the assessment takes place over more than one session, learners materials must be collected in at the end of each session, stored securely and handed back at the beginning of the next session. The completed assessment record sheets and assessment evidence must be retained at the end of the controlled assessment for verification purposes. Learners with agreed particular requirements, in relation to their mode of learning or assessment, can have their usual support, unless this compromises the outcome of the assessment. Those providing assistance should refer to appropriate access regulations detailed in the specification. Learners may use a calculator during the assessment. Tutors/assessors may read/explain the rubrics on the questions. Before learners begin the controlled assessment, tutors should help learners become familiar with context specific vocabulary: box, pencil, price, label, balloons, envelope, pack (A visit to a stationery shop would help learners to contextualise the assessment). Learners have one hour to complete the paper. Centres are permitted to provide physical objects during the assessment to meet their learners needs. In this assessment the physical objects might include: cardboard boxes (4); pencils (striped - 3 and plain 3); price labels (3) and pots (5), coins - 2, 20p, 0p, 5p, 2p and p; balloons (5 long, thin and 3 short, squat); 3 packs of envelopes with 4 per pack, tall (5) and short (4) pens as similar as possible in appearance. Functional Skills Maths Entry Assessor Pack Page 2 of 9
Adaptation of papers Centres are permitted to make adaptations to the assessment to reflect the age, experience and culture of learners. However, any adaptations must reflect the mark scheme, assess all the skills criteria and maintain the demand and complexity of the tasks as set. Guidance for learners The following instructions and information appears on the candidate paper. It should be read/ given to learners before each controlled assessment session begins. If the paper is completed over more than one session tutors should repeat the information. You should make sure that candidates know what to do before they start to write their answers. Instructions for candidates Use a blue or black pen. You need an HB pencil and an eraser. You may use a calculator. Answer all the questions. Answer the questions in the spaces provided there may be more space than you need. The total mark for this paper is 20. The marks for each question are shown use this as a guide as to how much time to spend on each question. You must show clearly how you get your answers because marks will be awarded for your working out. Check your working and your answers at each stage Functional Skills Maths Entry Assessor Pack Page 3 of 9
General All candidates must receive the same treatment. You must mark the first candidate in exactly the same way as you mark the last. Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. All the marks on the mark scheme are designed to be awarded. You should always award full marks if deserved, i.e. if the answer matches the mark scheme. You should also be prepared to award zero marks if the candidate s response is not worthy of credit according to the mark scheme. Acceptable responses All of the following are acceptable types of responses. Writing initials of objects Drawings or symbols Drawing lines to show position or matches Evidence of counting Marking in any way to indicate choices. Applying the Mark Scheme The mark scheme states the marks awarded for the process and the answer. In most questions the majority of marks are awarded for the process the candidate uses to reach an answer. The most likely processes used by candidates are given. However, if the candidate gives different evidence for a correct process you should award the mark(s). If working is crossed out and still legible, then it should be marked, as long as it has not been replaced by alternative work. If the candidate shows more than one set of working, then you should mark the one you consider to be closest to the mark scheme. If it appears that the candidate has misread the question, marks can still be awarded for applying the correct process. You will often see correct working followed by an incorrect decision, showing that the candidate can calculate but does not understand the demand of the functional question. The mark scheme will make clear how to mark these questions. Where transcription errors occur and the candidate presents a correct answer in working, but writes it incorrectly on the answer line, mark the better answer. Error carried forward marks (ecf) must only be awarded when explicitly allowed in the mark scheme. Where the process uses the candidate's answer from a previous step, this is clearly shown. Marks can usually be awarded where units are not shown. Where units, including money, are required this will be stated explicitly. For example, 5(m) or ( )256.40 indicates that the units do not have to be stated for the mark to be awarded. Functional Skills Maths Entry Assessor Pack Page 4 of 9
Correct money notation (cmn) indicates that the answer, in money, must have correct notation to gain the mark. This means that money should be shown as or p, with the decimal point correct and 2 decimal places if appropriate. e.g. if the question working led to 2 5, Mark as correct: 2.40 240p 2.40p Mark as incorrect: 2.4 2.40p 240p 2.4 2.40 240. Candidates may present their answers or working in many equivalent ways. This is denoted as oe or equivalent. Repeated addition for multiplication and repeated subtraction for division are common alternative approaches. The mark scheme will specify the minimum required to award these marks. Parts of questions: because most Functional Skills questions are unstructured and open, you should be prepared to award marks for answers that are not in their expected position e.g. an answer expected in a later part of a question may be given earlier in the candidate s response. Using the mark scheme Apply the mark scheme methodically. Mark points are single. If the requirements are not met then award 0 for that part of the mark scheme. Functional Skills Maths Entry Assessor Pack Page 5 of 9
Item Answer Mark s a 4 or four R b cube or cuboid R Accept: square. Do not accept rectangle or oblong 2a 2 or two or indicating sorting into two groups with drawing or A by pointing 2b rectangle R Accept: oblong Do not credit: quadrilateral or cuboid/cube triangle R Do not credit: prism or pyramid 3a 5 or five R 3b (pot) B I 3c (pot) A I 4 2 or two I Describe or show 5 (pots) 3 (labels) this will most likely A be represented by mark making or counting on/back as subtraction is not a required function at this level. 5 Correct coins circled/indicated i.e. 20p and 0p R 6a 8 or eight R 6b 3 circled or indicated A 6c 6 or six I Accept ecf from 6b (i.e. answer from 6b plus 3) 7a 2 or two I Describe or show one pack isn t enough (he will need A another envelope from a different pack) OR 5-4 = left over this will most likely be represented by mark making or counting on/back as subtraction is not a required function at this level. 7b 2 or two A 8a 5 or five A 8b Dez I Describe or show Ali has 4 (pens) and Dez has 5 (pens) A OR Correct number of marks made that represent the number of pens Ali and Dez have. Total/20 Pass Mark 3/20 Skill s Achieved? ( ) Functional Skills Maths Entry Assessor Pack Page 6 of 9
Item Breakdown Item Skills standard Coverage and range Marks a Representing. Understand simple b 2a 2b 3a 3b 3c Representing. Understand simple Representing. Understand simple Representing. Understand simple 4 5 Representing. Understand simple 6a Representing. Understand simple e) Recognise and name common 2D and 3D shapes f) Sort and classify objects practically using a single criterion. e) Recognise and name common 2D and 3D shapes b) Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons c) Describe position d) Recognise and select coins and notes 6b 2 2 Functional Skills Maths Entry Assessor Pack Page 7 of 9
b) Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons 6c 7a 7b 8a 8b b) Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons d) Recognise and select coins and notes b) Describe the properties of size and measure, including length, width, height and weight, and make simple comparisons 2 2 Functional Skills Maths Entry Assessor Pack Page 8 of 9
These texts and illustrations have been incorporated into this test paper solely for the purposes of the examination in accordance with Section 32 of the Copyright, Designs and Patents Act 988, as amended by the Copyright and Rights in Performance (Research, Education, Libraries and Archives) Regulations 204. No copyright or clearance for any other use has been obtained or sought. Functional Skills Maths Entry Assessor Pack Page 9 of 9