1. The Assessment Process

2. The assessment is using the addition & subtraction tasks from SENA 1.
After determining the students to be a part of the target group, an assessment is given to these students.
The assessment is using the addition & subtraction tasks from SENA 1.
The assessment can be administered during class activities.
Subsequent five-weekly assessments should be a part of the teaching program.
Even though the assessment is only focusing on EAS, the knowledge of the student’s forward & backward counting sequence will affect the student’s ability to complete these tasks.

3. Preparing for the Assessment
You will need two different coloured counters and 2 cardboard sheets.
Have an assessment sheet for each student.
Note incorrect responses and any useful comments.
Where useful, ask the student how they solved the task.
When assessing the students, place the recording sheet to the side of the workspace and out of the student’s view.
Observe what the student is doing.
Are they using their hands? Encourage them to put their hands in view if they are using them under the table.

4. Do’s and Don'ts Do provide wait time
Do allow students to use their fingers
Do ask students to put their hands on the desk so that you can see how they are working out the questions
Do prompt to clarify students thinking
Do look and listen for strategies that students use
Don’t teach during the interview
Don’t indicate right or wrong answers
Don’t count out counters in front of students

5. The Tasks
Tasks 1 and 2 are designed to elicit at least perceptual counting.
Observe if the student is using 1:1 correspondence when counting.
If the student is emergent do not continue past these 2 tasks.

6. Put out a pile of counters of one colour. Get me 8 red counters
Put out 8 red counters and 5 black counters in two groups.
How many counters are there altogether?
Have at least 12 counters.
Use the 8 counters that the student has already counted.
Add 5 more counters of a different colour.

7. Addition Tasks 3 - 5
These tasks involve covered items and are designed to elicit at least figurative strategies.
Observe how the student uses his or her fingers when counting.
Ask the student how he or she got the answer if you are unsure and record the responses.
Task 4 is verbal, no counters required. The student may verbalise how a problem was solved, nod while mentally counting by ones, sub-vocalise when counting or use fingers to support his or her counting.

8. (3) 5 + 4 Here are five counters. Here are four more counters
(3) Here are five counters. Here are four more counters. How many counters are there altogether? (4) I have six apples and I get another three apples. How many apples do I have altogether? (5) Here are nine counters. Here are four counters.
Observe how the student uses his or her fingers.
Does the student build the numbers on their fingers? – Uses them as perceptual markers.
Does the student count from 1? Is the student nodding his or her head? Is the student counting on?

9. Subtraction Tasks 6 – 8.
Do not continue with these tasks unless the student is at least a perceptual counter.
These tasks involve covered items and are designed to elicit at least figurative strategies.
Observe how the student uses his or her fingers when counting.
Ask the student how he or she got the answer if you are unsure and record the responses.
Task 6 is verbal, no counters required.
Do not let the student see the counters that have been removed.
When removing the counters, cover them with your hand and slide them away from the group.
Students may be at a different level for addition and subtraction tasks but the judgement must be made by looking at the strategies the student uses in both addition & subtraction.

10. (6) I have seven bananas and I eat two. How many bananas do I have left? (7) 12 remove 3 I have 12 counters. I’m taking away 3 counters. How many are left? (8) 11 remove = 7 I have 11 counters. I’m taking away some counters and there are 7 left. How many did I take away?
Observe how the student uses his or her fingers.
Does the student build the numbers on their fingers? – Uses them as perceptual markers.
Does the student count from 1? Is the student nodding his or her head? Is the student counting on or back from a number?