Assessment for Numeracy

Assessment for Numeracy unit standards 26623 Use number to solve problems 26626 Interpret statistical information for a purpose 26627 Use measurement to solve problems

Numeracy - definition Being competent, confident, and able to judge in everyday contexts whether to use mathematics in a particular situation and if so, what mathematics to use, how to use it, what degree of accuracy is appropriate, and what the answer means in relation to the context. Numeracy knowledge and skills are essential for mathematics in everyday family and financial matters, learning, work and community tasks, social and leisure activities. Numeracy is different from Mathematics.

These unit standards focus explicitly on numeracy in our everyday lives. “ongoing transferable competence”

Therefore assessment evidence must be: naturally occurring over a range of contexts and over time.

Naturally Occurring Evidence (NOE) NOE occurs when it is produced in the natural course of a person’s life – in work, at school, anywhere else. NOE excludes evidence from assessments specifically designed for generating evidence of numeracy competence – this is not naturally occurring.

Evidence must be collected over at least one month to ensure the numeracy competence is ‘ongoing’ and not just a one-off.

Evidence must be collected from different contexts to demonstrate transferability.

The Learning Progressions The unit standards are based on the Learning Progressions http://nclana-archive.ako.ac.nz/resources/354426.html. These help set the criteria for assessment evidence at koru/step 5 of the relevant numeracy strand.

Web address: http://nclana-archive.ako.ac.nz/resources/354426.html

Visit http://nclana-archive. ako. ac. nz/resources/354426 Visit http://nclana-archive.ako.ac.nz/resources/354426.html for the six Learning Progressions, to access further detail and examples.

Each Learning Progression has its own set of webpages with helpful examples and guidance. Drill into them by clicking on the ‘explore’ icon next to each progression.

A note about “adult”  Despite the frequent use of this label the Learning Progressions are also entirely relevant to young people.

26623 Use number to solve problems Three instances each of addition, subtraction, multiplication, and division need to be demonstrated. Each instance must be different enough to show transferability of skills (ER 1.1 range).  There must be evidence that the learner has determined that their solution is appropriate to the problem (ER 1.2).

26626 Interpret statistical information for a purpose The conclusions drawn from the statistical data must relate back to the statistical information and must use appropriate general features in the information. There must be evidence that the learner has determined that their conclusion is appropriate to the purpose (ER 1.2).

26627 Use measurement to solve problems There must be evidence of students using calculations to solve the problems (Outcome 1). Location must be included in terms of directions and distances (Outcome 1). The method to the solution of problems must not be given by the assessor (ER 1.2). There must be evidence that the learner has determined that their solution is appropriate to the problem (ER 1.3).

Remember always that assessment evidence must be: naturally occurring over a range of contexts and over time.

Other PowerPoint presentations in this series: The unit standards (a general introduction) Assessment for Literacy Moderation

Discussion/questions For further information about: the unit standards themselves or to comment on this presentation, contact nqs@nzqa.govt.nz assessment or moderation, contact ams@nzqa.govt.nz