Task 1) Redesign a worksheet
Our first task was to bring a worksheet into our class. After we discussed several aspects about the grid, the use of different typefaces, the structure and the use of images and color we were supposed to recreate the worksheet we brought into class.
My worksheet is about number theory for pupils of the seventh grade. It could be used as a class test but also as a test to check the knowledge of the pupils so that the teacher knows where the students still have got problems and which tasks they understood. Afterwards the teacher is able to decide which topics or rules have to be revised.
Original worksheet
Redesigned worksheet
| original_worksheet.pdf |
| redesigned_worksheet.pdf |
After a short analysis of the original worksheet I decided to change the order of the tasks because I did not like the change from calculation tasks to a written task and afterwards calculation tasks again. Therefore I put task three at the end of the worksheet because this task shows if the pupils understood the topic and if they are able to use mathematical terms for the operations and their differences that are important for understanding. Moreover I changed the order of the other tasks so that the questions at the beginning are simple and at the end are more difficult than the latter.
Another thing that bothered me was that sometimes there was too much space between the actual question and the space for the solution. Therefore I decided to integrate the questions into a table to which I added a third column for calculation steps. This will make things easier when the pupils compare or correct their answers so that they know where they went wrong instead of simply looking at the correct answer. This also allows the teacher to analyze the source of the students' mistake so that he can think of a strategy to prevent them. There is also space for notes on the left- and right-hand side of the table.
At the end, I added another two columns to the table so that the students or the teacher can tick a box whether their solution was right or wrong. This makes it easier to count the final score.
I think it does not make sense to include any images because they would not serve a specific purpose since this worksheet has the main goal to check out students' mistakes. Images and color would only distract the pupils from their tasks.
Another thing that bothered me was that sometimes there was too much space between the actual question and the space for the solution. Therefore I decided to integrate the questions into a table to which I added a third column for calculation steps. This will make things easier when the pupils compare or correct their answers so that they know where they went wrong instead of simply looking at the correct answer. This also allows the teacher to analyze the source of the students' mistake so that he can think of a strategy to prevent them. There is also space for notes on the left- and right-hand side of the table.
At the end, I added another two columns to the table so that the students or the teacher can tick a box whether their solution was right or wrong. This makes it easier to count the final score.
I think it does not make sense to include any images because they would not serve a specific purpose since this worksheet has the main goal to check out students' mistakes. Images and color would only distract the pupils from their tasks.
