Data Representation Assessment Paper 2

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Nichola Wilkin

391 Followers

Grade Levels

10th

Subjects

Computer Science - Technology

Resource Type

Assessment, Printables, English (UK)

Standards

CCSSRST.9-10.2

CCSSRST.9-10.4

CCSSMP1

CCSSMP5

CCSSMP6

Formats Included

Pages

8 pages

$5.00

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Nichola Wilkin

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Description

Are you looking for a robust, ready to use summative assessment to test your students understanding of data representation?

Computers science teachers have been left in a wilderness, without a rigorous, fair and consistent way to test your student’s knowledge in key stage 3 … UNTIL NOW!

WHAT IS TESTED?

This written test has been carefully mapped to the UK’s Computing At Schools (CAS) Progression Pathways. It includes a mixture of multiple-choice, short answer and long answer questions.

Download the preview now for FREE to see the full test for yourself.

This assessment covers the following CAS Progression Pathway descriptions:

Knows that digital computers use binary to represent all data.
Knows that computers transfer data in binary.
Understands the relationship between binary and file size (uncompressed)
Defines data types: real numbers and Boolean.
Queries data on one table using a typical query language.
Understands how numbers, images, sounds and character sets use the same bit patterns.
Performs simple operations using bit patterns e.g. binary addition.
Understands the relationship between resolution and colour depth, including the effect on file size.
Distinguishes between data used in a simple program (a variable) and the storage structure for that data.
Knows the relationship between data representation and data quality.
Understands the relationship between binary and electrical circuits, including Boolean logic.
Understands how and why values are data typed in many different languages when manipulated within programs.

The test lasts 50 minutes.

WHO IS THIS ASSESSMENT FOR?

This test is paper 1 and has been written for year 8. If you are looking for the year 7 (paper 1) assessment, click here. If you are looking for the year 9 (paper 3) assessment, click here.

HOW DO I USE THE ASSESSMENT?

This assessment is super easy to use. Simply print out the question paper and give to your students. It is better to run this assessment in class rather than as a homework task to ensure reliability.

Students complete the test on paper.

HOW IS THE ASSESSMENT MARKED?

You mark the papers yourself but don’t worry, you get an easy to follow mark scheme and can even watch the helpful video which shows you exactly how to mark it.

HOW IS THE ASSESSMENT GRADED?

Included in the resource is an Excel spreadsheet. Once you enter the marks onto the spreadsheet, it will automatically show you the total marks, the grade (A* to U) and if they have met expectations, are above expectations or are below expectations to help you with report writing. You also get a summary showing you how well the CAS Progression Pathways have been answered by your students to help you with future planning.

This simple, easy to use summative assessment paper provides you with useful feedback your senior leadership team will love. Download it now to add it to your teacher toolkit.

Total Pages

8 pages

Answer Key

Included

Teaching Duration

50 minutes

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Standards

to see state-specific standards (only available in the US).

CCSSRST.9-10.2

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSSRST.9-10.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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Nichola Wilkin

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