QTS Numeracy Tests: Questions for Turning Somersaults? Clare Trott and Hilary Maddocks

Task 1 May 2013ADSHE 2013

Rationale As a teacher, it is important that you demonstrate a high level of ability in numeracy in all areas of work in school. This applies to all teachers, not just those with specific curricular responsibilities for numeracy or mathematics and regardless of their chosen phase of education. May 2013ADSHE 2013

Test Details Can take 3 times (then not for 2 years) 1 st attempt is free 2 nd /3 rd attempts cost £19.25 each A laminated card and fine non-permanent marker provided No notes to be taken into test room. May 2013ADSHE 2013

Marks There are 28 questions 12 mental arithmetic, NO calculator (in A) 16 on-screen, on-screen calculator (in B) Pass mark = 63 % (raw score 18/28) 4/5 from section A should be enough if student is better at on-screen items May 2013ADSHE 2013

Time Standard time is 48 minutes 25% or 50% extra time available Section B has extra time correctly added (36 mins/45mins) Section A Each item has 5 seconds added For 12 items, this is 1 minute extra NOT 25% extra time (7.5% for the section) May 2013ADSHE 2013

On-Screen Calculator May 2013ADSHE x ÷ 6

Reasonable Adjustments Candidates who previously required special arrangements in a test or public exam can request the same for the professional skills tests for trainee teachers Extra Time Text on-screen section A Voice-over or not? Reading help v interrupting processing Paper-based version? May 2013ADSHE 2013

Extra Time Requests for 25% extra time – no application form or evidence to be submitted (reserve the right to request proof) Other reasonable adjustments need an application form and evidence (from Assessment Report (student permission)) May 2013ADSHE 2013

Content Section A Mental Arithmetic Section B Interpreting and using written data Solving written arithmetic problems May 2013ADSHE 2013

Practice material Guidance Material s/traininganddevelopment/professional/b /numeracy Practice Tests y/assessment_engine.html May 2013ADSHE 2013

Practice Questions page May 2013ADSHE 2013

Dyslexia v Dyscalculia May 2013ADSHE 2013 Dyslexia Foundation knowledge Conceptual Procedural New learning outcome Dyscalculia Foundation knowledge Conceptual Procedural New learning outcome

Task 2 Consider the mental arithmetic examples given Try each one for yourself first Then discuss in your group Did you all use the same method? What alternative ways are there? May 2013ADSHE 2013

Resources May 2013ADSHE 2013

May 2013ADSHE 2013

Video May 2013ADSHE 2013

Task 3 Consider the Section B examples given Try each one for yourself first Then discuss in your group What are the issues and barriers for students? What alternative ways are there? May 2013ADSHE 2013

B1 May 2013ADSHE 2013

B2 May 2013ADSHE 2013 ProceduralConceptual £1.00 = Krona £2.00 = more or less Krona than £1.00 £ International currency

B3 May 2013ADSHE 2013 Wording in the highlighted sentence is confusing. It could be written as Consider all the pupils in the year group who speak exactly 2 languages. Click on the class which has half of these pupils. This is where you click The number of pupils in the table is irrelevant Visual Stress

B4 May 2013ADSHE 2013 Entrance fee £ p per mile 15 children pay £5.00 each

Conclusions Wording that does NOT match Give ALL true statements Exploring alternative methods with your student Visualising situations Decimal points do NOT move procedural v conceptual learning Irrelevant information The answer requires the amount who do NOT… May 2013ADSHE 2013