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Table of Contents:

The Final Framework:

  

Numeracy: Assessment

Purpose: To raise questions about assessment for numeracy.

Reference: 38

  1. Does the assessment address particular mathematical ideas & techniques, namely:
    1. reasoning processes (e.g., deduction & induction, making inferences, proving) and mathematical problem solving & modelling?
    2. conceptual knowledge and computation?
    3. the ability to interpret and critically react to quantitative and statistical information embedded in print or electronic media messages?
    4. the (re)construction of mathematical knowledges and skills in problem solving across life and work contexts?
    5. simulations of problem-solving situations that are typical of those in which mathematics is useful outside of formal education?
    6. a small number of big ideas (powerful constructs or conceptual tools — e.g., number, pattern & order, chance & data, space & shape, change & approximation) that are accessible to virtually all learners?
    7. deeper and higher-order understandings of these big ideas?

 

  1. In relation to numeracy for adult learners:
    1. Is the assessment informed by broad definitions of numeracy to encompass the work and life mathematical experiences and strategies adults already have?
    2. Does the assessment enable adults to show what mathematical knowledges, skills, and procedures they have mastered, rather than what they do not have?
    3. Does the assessment provide insight into adults’ mathematical procedures and problem solving?
    4. Do placement tests reflect the goals, content, and levels of the mathematics curriculum so that adults know what they can expect during the course and can be placed in the right course?
    5. Does the assessment allow second-language learners to apply the mathematical procedures and algorithms that they learned in their home countries? [The text used in a paper-and-pencil math test should not hamper second-language learners.]
    6. Can oral interviews be considered for adults with low literacy skills?
    7. Does the assessment recognise that adult learners may perform at quite different levels in oral mathematical discussions and written tasks?