Numeracy Assessment
Assessment is the process of gathering and interpreting evidence of learning to make informed inferences and
decisions about how well students are progressing.
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Assessment for learning occurs when teachers use inferences about student progress to inform their
teaching.
Assessment as learning occurs when students reflect on and monitor their progress to inform their future
learning goals.
Assessment of learning occurs when teachers use evidence of student learning to make judgements on
student achievement against goals and standards.
Assessment Tool
Thomson/Nelson
Numeracy Assessment
Kit
Assessment OF
learning
Booker Profiles in
Mathematics
Assessment OF
learning
Information / Purpose
Thomson Nelson Publication
The kit comprises material related from Yr 1 to Yr 7.
Each Year level comprises;
 A picture assessment book-featuring maths concepts
 A teachers guide
 Number cards and place value chart
 Materials needed to assess individual students eg blocks,
counters
 An
interactive
CD-ROM
from
which
individual
class
assessment profiles can be created
RRP for the Kit $350
http://primary.thomsonlearning.com.au/book.aspx?tabid=2&subje
ctid=18
The Booker Profiles in Mathematics: Numeration & Computation,
(George Booker 1994 ACER Press) will provide a diagnostic
analysis
of
a
student’s
strengths
and
weaknesses
in
numeration
and
computation.
The
Booker
Profiles
in
Mathematics are designed for:
 The analysis of individual student needs by support
teachers;
 Classroom assessments in primary and secondary schools;
 Assistance to counsellors; and
 The diagnosis of learning disabilities by psychologists and
special educators.
Cost $132 for Kit with manual, test book and masters
http://www.acer.edu.au
Positives
 Can be given as a
class test or
individual
 Links with
classroom program
if using Nelson
Maths
Negatives
 Not individualised
 Administered oneto-one.
Time taken to
administer
Mathematics
Assessment Interview
(previously known as
the Early Years
Numeracy Interview)
 To assess numeracy knowledge, skills and behaviours using a
one-to one- interview
 Suitable for use from when a student begins school
 Useful diagnostic took for students experiencing
difficulty.
Assessment OF
learning
Assessment FOR
learning
First Steps In
Mathematics
Diagnostic Tasks
 Outlines characteristic phases in the development of
students’ thinking about major mathematical concepts.
 Focuses on ongoing mathematical processes and how children
learn mathematics.
 It is a professional development resource designed to
enhance teachers’ professional judgements rather than a
mathematics program - it provides strategies for diagnostic
applications.
 FSIM Resource Books and the professional development
program are designed to help teachers plan, implement and
evaluate the mathematics curriculum they provide for their
students
Assessment OF
learning
Assessment FOR
learning
Mathematics
Assessment for
Learning” Rich tasks
& Work Samples (Ann
Downton, Rose Knight,
 A book for teachers seeking to inform their teaching by the
use of tasks which can help to identify what their students
know and can do in mathematics.
 A great strength of this resource is that it not only
presents appropriate tasks, but discusses these in the
 Individualised
 Provides a
snapshot at a
point in time.
 Can be electronic
or hard copy
 Parts of the
interview can be
used throughout
the year to asses
progress
 Tasks are linked
to points of
mathematical
growth with a
student profile of
mathematical
knowledge, skills
and behaviour
provided against
stages of
mathematical
growth
 Tasks are aimed
at various
grade/age levels.
 Provides
information for
improving
learning and
performance in
the short and
long term
 Administered as a
whole class,
group or
individually.
 Administered on-toone
 Take 30-45 minutes
 Does not include
chance and date
 Rubrics style
scoring
 Interpreted for
different
abilities within a
 Maybe difficulty
distinguishing
between one level
and another
 May need further
assessment for some
students in grade 5
and 6.
 Teacher interpret
results by making
explicit links between
assessment and
teaching strategies,
Dough Clarke, Gerard
Lewis)
Assessment FOR
learning
Assessment OF
learning
Teacher Observations
Assessment FOR
learning
Assessment OF
learning
Self assessment
Assessment AS
learning
Learning Journals
Assessment AS
context of real student work samples (across a broad range
of grade levels and demonstrated understandings) and
possible assessment rubrics.
 To assess students thinking processes, attitudes,
knowledge, skill, behaviours and progress
 Small group teaching provides rich opportunity for
observation
 To encourage students to take increasing responsibility for
their learning
 To promote the development of metacognitive skills
 Involves students in reflecting on their learning and
focusing on what they should or could learn next
 Enable students to recognise, articulate and share their
understandings about their development and helps them set
new goals
 Supports students to develop metacognitive skills
 For students to document reflections about their learning
and consider ways it might be improved
class
 Book covers
various aspects of
mathematical
concepts

 Provides
information for
improving learning
and performance in
the short and long
term
 Regular
maintenance and
analysis related
to the stage of
mathematical
growth can be used
to inform teaching
 Helps teachers to
better appreciate
their students
perspectives,
understanding,
challenges and
confusions
 Can be facilitated
through learning
journals,
requiring students
to reflect on
particular tasks
and record
strengths,
achievements and
areas of
improvement
 Maybe structured,
focusing on a
 Requires documented
evidence of
observations
 Effective prompts
are required to
assist students
self assess
 Students need
support with
learning
 Students reflect on particular tasks or mathematical ideas
and record their students, achievements and future learning
strategies
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Peer Assessment
Assessment AS
learning
Individual
Mathematics Portfolio
Assessment FOR
learning
Assessment AS
learning
Assessment FOR
learning
 For students to learn from each other’s constructive
comments about their learning and ways it might be improved
 To encourage students to take increasing responsibility for
their learning and the learning of others.
 Collaborative environment where students learn form each
other
 Whole class share time is an ideal opportunity for peer
assessment
 To provide a record of development over time
 To provide teachers, students and parents with evidence of
a students’ strengths and areas of improvement
 Evidence can include information from an early numeracy
interview, annotated work samples, self-assessments,
anecdotal notes, an individual learning plan, a numeracy
teaching plea, student reports, etc.
 Need to be systematically collates to give a current
pictures of the students progress
 Needs to analyse regular and revised to inform teaching
program and learning experiences

particular aspect
of mathematics
Written prompts
and sentence
starters are
effective in
helping students.
May take place
daily, weekly or
at other specified
time
Students can
engage in regular
formal reflection
Can be discussed
during part
teacher interview
Can be inform
parents with
written reports
Students have the
opportunity to
reflect how other
students learn in
mathematics and
can incorporate
strategies into
their learning
 Transfers with
students when they
transfer into new
classes
 Useful when
writing reports
 Useful for
discussions
between parents,
teachers and
students and in
particular for
teachers, parents
and students
interviews
 Students can be
involved in
developing
reflection
strategies
 A class culture of
trust needs to be
created.
 Time for
conversation to
understand
annotations
 Need to be
systematically
collates to give a
current pictures of
the students
progress
 Needs to analyse
regular and
reviewed to inform
teaching program
and learning
experiences
NAPLAN
Assessment OF
learning
Checklists
Assessment OF
learning
Assessment FOR
learning
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To provide a snapshot of achievement at a point in time
To provide a rating against a state benchmark
To report to parents
Year level appropriate ???
Indicates a students standard at a point in time
Flexible tool for recording specific assessment information
that unpacks an outcome for both individuals and a class of
students.
selecting,
annotating and
organising
evidence of their
learning
Standardised
Criterion references
 Are flexible, as
the teacher
selects the
indicators
 Provide an
overview of the
whole class’
achievement
against the
specific
indicators
 Can be used
repeatedly to
indicate
development of the
indicators over a
period of time
 Are easy to
complete.
Multiple choice
 Can be time
consuming, teachers
may feel
overwhelmed in
preparing and using
them.
 It can be a
challenge for
teachers to unpack
an outcome,
decsermine relevant
indicators, select
an appropriate task
and ask quality
questions until
they become
familiar with the
process.