Secondary numeracy assessment program

This online platform can be accessed by teachers in government schools. Resources, supports and tools, on the platform support high quality assessment practices and provide teachers with information they can use to target the learning needs of students as they progress along the learning continuum. The Scaffolding Numeracy in the Middle Years SNMY resource allows practitioners to access assessment materials, the Learning and Assessment Framework for Multiplicative Thinking LAF , learning plans, authentic tasks and research findings from the project that investigated a new assessment-guided approach to improving student numeracy outcomes in Years 4 to 8.

The LAF helps bring together all of the key ideas, strategies and representations of multiplication and division needed to work confidently with whole numbers, fractions, decimals and percent across a wide range of contexts. It's linked to the rich assessment tasks used to evaluate multiplicative thinking and contains explicit advice on teaching implications.

The Assessment for Common Misunderstandings ACM tools are based on series of research-based Probe Tasks which were developed for teaching purposes to identify learning needs in Number.

The Probe Task Manual includes a number of tasks and resources which are organised to address common misunderstandings.

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The winner takes the pile on the table, until one person has all the cards. Numeracy assessment. Gap analysis. The GRIN Intervention Program has demonstrated that this is a false assumption and that students can learn if given appropriate opportunity. This program is currently being delivered in primary and secondary schools across Victoria, with positive feedback from numeracy leaders, school principals and students, relating to:.

Prior to the normal daily mathematics lesson, trained tutors conduct GRIN sessions with small groups of students ideally three. The GRIN sessions are brief and focused - normally 15 to 25 minutes long. Your school selects up to four staff members to participate in GRIN including at least one teacher of mathematics and staff who can take on the role of the GRIN tutor. The better the link between the GRIN intervention session and the subsequent classroom lesson, the more impact the program will have on student outcomes.

Careful consideration should be taken to select staff who will implement GRIN within the school. Suggested selection criteria for tutors pdf. All GRIN teachers and tutors attend one face-to-face day or two online sessions for interstate schools registered in the online program of professional learning.

GRIN manuals and templates are provided to assist with the delivery and data analysis of the program. In most cases, students attend multiple GRIN sessions in any one week ideally times a week. For example, GRIN sessions might be conducted before or after school or in recess and lunch breaks. N2 - International and national testing of numerical and language skills has become a regular part of educational systems in many countries.

AB - International and national testing of numerical and language skills has become a regular part of educational systems in many countries. Amanda J. Overview Fingerprint.