A Process for Designing Grade 1 Mathematics Questions and Tasks with Reference to Selected Techniques from the Sea-PLM Assessment Framework

Abstract

Appropriately designed questions and tasks play an important role in organising instruction and collecting evidence of students' attainment of expected learning outcomes. In Grade 1 Mathematics, question and task design must ensure mathematical accuracy while remaining suitable for beginning learners' reading ability and visually oriented thinking. Using document analysis, synthesis, and pedagogical design, this study proposes a process for designing Grade 1 Mathematics questions and tasks with reference to selected techniques from the SEA-PLM assessment framework. The findings identify four design principles and a five-step process: (1) identifying expected learning outcomes, mathematical content, and purpose of use; (2) specifying the mathematical task and response format; (3) selecting the context and mode of representation; (4) constructing the question, answer, and anticipated responses; and (5) reviewing, trialling, and refining the task. The process is illustrated through an addition task without regrouping within 100. The proposed process provides teachers with an operational framework for developing questions and tasks for concept formation, practice, consolidation, and assessment in Grade 1 Mathematics. It is an adapted pedagogical use of selected design ideas rather than a transfer of the complete large-scale SEA-PLM assessment methodology to Grade 1 classrooms.