Numeracy Assessment

It is compulsory for Australian year 3, 5, 7 and 9 school students to complete the National Assessment Program- Literacy and Numeracy (National Assessment Program, 2016) test. The NAPLAN test provides schools, governments, education authorities, students and the community statistics of schools and individual student’s weaknesses and strengths in specific areas of curriculum. One of the areas of curriculum that is tested is Mathematics. For this assignment we had to answer five questions from a year 9 NAPLAN test. I felt confident answering majority of the questions correctly; taking my time to logically work out each question with the aid of pen and paper when needed. I am a visual learner, so I was able to mentally solve most of the questions in my head. I rarely need to use a calculator as I have memorized many different strategies for working out mathematical questions.

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

The following evaluation presents the components of the normative sample applied in the KeyMath-3 Diagnostic Assessment (KeyMath-3 DA). For reference, a norm sample characterizes as a selected sample of test-takers from various common characteristics such as gender, age, grade, race, ethnicity, socioeconomic status, or some combination thereof, for the purpose of creating test norms. The KeyMath-3 DA is a comprehensive, norm-referenced measure of essential mathematical concepts and skill which is untimed and individually administered (Connolly, p. 1, 2007). Furthermore, the test consists of 372 full color test items and 10 subtests covering three general math areas: Basic Concepts (numeration, algebra, geometry, measurement, data analysis and probability), Operations (mental computation and estimation; addition and subtraction; and multiplication and division), and Applications (foundations of problem solving and applied problem solving). Additionally, data from the U.S. Bureau of the Census (2004) reinforced the integrity of the normative sample to establish the target counts in age, grade and season, race/ethnicity, geographic region and socioeconomic status.

The TLE GADOE (2016) states that the Individual Assessment of Number (IKAN) helps to identify student’s basic number knowledge. In contrast, the Global Strategy Stage Assessment (GloSS) assesses a student’s capability to use math strategies and identifies the mental processes students use to answers and solve operational problems with numbers (TLE GADOE, 2016). The assessments consist of a series of interview strategy and number questions which should be administered to individual students which is administered at least three times a year. The students are then assigned an overall Strategy Stage based on their responses to the questions in the interview (TLE GADOE, 2016). The series of questions increase in

The report aims to illustrate and evaluate the Quality Assurance and Quality Improvement processes, procedures and initiatives taken by Further Education Providers, with Newcastle College FE as example for providing excellent educational services for students. Further, the report gives a personal review and analysis the role of tutor in the quality cycle

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited.

I was quite confident in completeing the compulsory NAPLAN Year 9 questions, I have a high level of understanding in the three numeracy strands (“Numeracy,” 2016) covered in the test and the questions that were selected cover the range of topics. The NAPLAN test is a compulsory test that enables the assessment of students from years three to nine, which provides statistical analysis to ensure the students are meeting the relevant educational outcomes for their year.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

Children at this age also have different skills related to numeracy. Fostering numeracy skills in early childhood education not only predicts for later Math achievement but also for greater literacy skills (NAEYC, 2009). Since mathematical concepts are often intertwined with so many areas such as science, literacy, dramatic play, block building, and more, math learning centers offering interdisciplinary materials and activities ensure that young children grow to understand and appreciate the real life applications of mathematical concepts (Fu, 2010).

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

Tragically, 1 in 5 adults in America cannot read well enough to fill out a job application or read directions on a medicine bottle. Locally, this means thousands of adults in Dutchess County who are unable to live independently. These adults are unable to obtain a good paying job, make good health decisions, or read to their children. Research shows that the growing immigrant population has low literacy skills and lack the English Language skills necessary to access jobs, job training, college, and citizenship. We also know from research that when parents do not read, their children are at high risk of not reading with fluency - and the cycle of poverty and dependence continues.

My skills in literacy and numeracy are good. I passed level 2 functional skills maths and English in July 2015.

The word ‘numeracy’ holds a different meaning to every person, and is met with disdain by some, but joy from others. To some, numeracy in itself can be defined as a concept, but others define it as a set block of subjects such as pythagoras, trigonometry, and long division. It is interesting to note that many people dislike maths, with Picker & Berry’s (2001) study of both students and teachers, revealing that some even compared numeracy to “rat-sack - because it makes you hemorrhage from the inside out!” This sentence, spoken by a teacher, highlights the deep concerns that many have over a subject which is constantly applied over one’s life.

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).