Tips for Tackling 

Classroom-Based Assessment 1

The aim of CBA 1  is to give students an introduction to the problem-solving cycle. Students focus on a problem of their choice and use mathematics to solve it.  The beauty of the CBA is that the chosen problem can be as basic or as complex as the student likes, allowing for both ends of the academic spectrum to be challenged! Below you will find some tips, links, and advice on making CBA 1 a more enjoyable experience for students and teachers!

Pre-CBA

The problem-solving cycle is a concept that many students will potentially never have encountered before so it is important to practice this skill with them before embarking on the CBA.  

A great way to practice the problem-solving cycle is to complete some Fermi Problems as a class.  Showing students how to break the problem into smaller solvable problems, teaching them how to research information online, take measurements, record information, and document sources of information. Done correctly a lesson on solving Fermi Problems can provide students with a wealth of skills and knowledge as well as reignite their passion and enthusiasm for mathematics.

After doing a class on Fermi Problems I would do a follow-up class with group problem-solving.  As a CBA practice run, I would divide students into teams for a poster competition. Start by giving each team of students poster paper and a Fermi Problem to solve. Announce to students that they have 30 minutes to solve the problem and present their solution to the class. For best results, I would recommend having a prize for the best presentation (this includes poster design, layout, and clarity of calculations). At the end of the 30 minute timer I would have students present their posters to the class, allowing time for questions and answers. I find this really gets students to realise the importance of clear mathematical notation, if they can't figure out how they arrived at an answer then neither can an examiner!

Practicing Fermi Problems will also help students to see how maths can be used in different scenarios. This will promote creativity when it comes to the problem formulation stage of the CBA!

Tips and Ideas from the JCT on preparing for CBA 1 can be found here 

Tips for introducing the CBA

To get the most from the CBAs I encourage my students to work on a problem they are passionate about! It is their chance to find out just how useful maths can be to them in their lives. Whether it's investigating the impact of the plastic straw ban, finding the best route to walk their dog in the evening, or rebuilding the school out of lego make sure they are working on a project they care about! 

To get students excited about the CBA, I go in with a problem I am passionate about, e.g. paper straws. Hyperbolically, I tell them about my hatred of paper straws and how I really think, in the grand scheme of things, the initiative is ineffective - especially when my drink is served in a plastic container! So, I ask students how I might mathematically investigate the impact of the plastic straw ban, and what the maths might be able to tell me. Then, as a group, we will brainstorm all of the questions that this line of inquiry could lead to; students talk about comparing the amount of plastic in a cup to a straw, the impact of paper straws, production costs, the environmental and financial cost of alternative straw types etc. etc. After the class discussion and debate on straws, I ask students to think of a problem they really want to know the answer to and give them time in teams to discuss. I often tell my students to go back to the drawing board if the problem doesn't excite them - it is supposed to be fun!

Once students have a vague idea of the project they would like to work on have them break down the problem into smaller, more manageable pieces. I use a worksheet to help students with this part of the CBA.  It encourages them to think about all aspects of the project from sourcing information to assumption-making. You can get your free copy of the worksheet  here .

During the CBA

It is essential to give students target points to reach each week as they progress through the CBA. For example:

Week 1 - Define a clear problem statement and list the questions associated with the problem 

Week 2 - Gather information and execute calculations

Week 3 - Work on presentation and tidy mathematical notation

At the end of each week, I ask students to fill in a google/Microsoft form with updates on their progress. This ensures I am keeping up with each student and students too afraid to ask for help can be flagged promptly! Access a copy of my google form here.

Presenting the CBA

The JCT assessment guidelines state that the report may be presented in a number of different ways. My personal preference is to have students present their CBA as a PowerPoint. I have found this the easiest to correct and also have the presentations saved for students to present their CBA to the class on different occasions (coming up to midterm/Christmas break!).

It is important to remember that while the CBAs are only worth 10% of the JC maths grade, the skills that students are gaining is far more valuable, keep your focus on skills and you will be in for a much more enjoyable CBA experience!

Tips from Fellow Teachers via Instagram

• "Share a step-by-step breakdown of the expectations with the students" - JCT Rubrics can be found here

• "Spend time perfecting the question. Otherwise, students can limit their grade descriptor"

• "Don't be afraid to support weaker students at the problem formulation stage. Provide plenty of examples and encourage them to put their own twist on one."