NAPLAN 2013 Follow-up Individual Assessment for Numeracy Years 3,5,7 and 9 - Developed by

NAPLAN 2013
  Follow-up Individual
Assessment for Numeracy
    Years 3,5,7 and 9

           Developed by:
   Anne-Maree Goodwin (APL&S) – Armidale

Learning Outcomes of this
        Presentation
ASSESSMENT
nNAPLAN results are reported according to the five
strands of the curriculum. (The process skills area)
The purpose of this assessment is to identify more
clearly the reasons why the targeted students achieved
in the lowest bands.
n Selected NAPLAN Numeracy questions

     n    applying Newman’s Error Analysis and other assessment
          tools
     n    identifying each student's strengths and needs

Learning Outcomes of this
       Presentation
PROGRAMMING
n   Using the assessment information
      n   developing individualised programs/adjustments
      n   determining a SMART goal as a starting point
 Improving the student’s knowledge and understanding
n

of Numeracy and increasing their access to the
curriculum

NUMERACY
May 1997, the Australian Numeracy Education
Strategy Development Conference:
     "numeracy involves… using… some
mathematics… to achieve some purpose… in
         a particular context" (p. 13).
    “the ability to understand information
      presented in mathematical terms”

n   Research carried out in Australia and Southeast Asia
     suggests that about 60% of students’ errors in responding to
     written numeracy questions occur before students reach the
     process skills level.
n   In contrast, most remediation programs focus solely on the
     process skills.
n   Elizabeth Newman (researcher) found that there are five
     hurdles facing students solving numeracy problems
1.   Reading (Decoding)

2.   Comprehension

3.   Transformation

4.   Processing skills

5.   Encoding

Purpose of the
              Assessment
n   To assess the processes a student has
     used to solve word problems in NAPLAN
     2013
n   To assist teachers to plan and implement
     adjustments/interventions that target
     individual needs
n   A particular focus on the language of
     maths and working mathematically
          Informing teaching practice

Individual Numeracy Assessment
               Follow-up to NAPLAN 2009
Identified students:
n Did not do NAPLAN

n   Are in Year 3, 5, 7,and 9 and scored at or below
     the minimum standard for that year and have been
     identified as needing additional assistance

n   Have been identified as needing additional assistance
     through other assessment processes

n   This process can be used for all students K-10 with
     age/stage appropriate questions

Using Smart Data
Log in
Home page. Click on SMART
Click on school / Click Agree
Click on Reports (at the top)
Click on student scores and bands
Numeracy results
Identify students in the targeted bands in
Numeracy

Administration Procedures For
          NAPLAN Individual Assessment
     Materials required:
n   NAPLAN 2013 Numeracy paper (optional)
n   Teachers’ Package:
     n   ‘Newman’s Five Prompts’ sheet
     n   Teacher’s recording sheets for each student
     n   Student’s copies of the selected questions
     n   Blank paper, pencil and rubber

Newman’s Five
    Prompts

1. Read the question to me.    Reading (Decoding)

2. What is the question
   asking you to find out?     Comprehension

3. Tell me how you are going
   to work it out.             Transformation

4. Try doing it and tell me
   what you are doing.         Processing skills

5. Now tell me your answer.    Encoding

Prompts

                           ‘What is the question
‘Read the question to
                           asking you to find
me.’
                           out?’

‘Tell me how you are     ‘As you are doing it tell
going to work it out.’   me what you are doing.’

                            ‘Now tell me your
                            answer’

1. For each of the six chosen NAPLAN questions
    follow the ‘Newman’s Five Prompts’

2. Record the student’s responses
  a) indicate whether the student completed the task
       independently or with support. (Include comments
       on the strategies used.)

3. Indicate the point at which the student’s
    processing breaks down

**If the student is unable to read the
  question (decode), the teacher must
  read it to the student and continue
  with the assessment but note the
  error. Use prompting to enable the
  student to work towards the answer.

4. Repeat the process for all of the
   questions provided giving a prompt so
   that all 5 sections are attempted by the
   student

5. Analyse the information collected from
   the student’s responses

Student Summary
Sheet
•   Transfer information gained from the
    assessment to the Student Summary
    Sheet and make relevant comments
•   Determine priority areas
•   Program for the support of identified
    learning needs
•   Develop at least one SMART goal

SMA RT	
  G OA L S	
  

       Spe c if ic ,	
  Mea s ur a bl e ,	
  A c hie v a bl e ,	
  R e l e v a nt ,	
  T ime 	
  B ound 	
  

S	
  _______________	
  

M	
  _______________	
  

A 	
  _______________	
  

R	
  _______________	
  

T	
  _______________	
  

       Goa l 	
  1 :	
   Chris will accurately read and understand the meaning of the
       numeracy words ‘share, score, shaped, chart, pattern, chance, swap and
       exactly’ 80% of the time after 5 weeks intervention.

	
  

Additional
 Assessments:
For further information regarding a
  student’s processing skills administer a
  further assessment such as:
                  SENA 1
                  SENA 2
                     or
               ‘Counting On’

Development of Individual
Numeracy Plan (INP)

Collaborate with CT to develop an INP
 or group plan to be implemented in the
 classroom.
Develop one or more SMART goals to
 focus on the greatest identified need.

Programming for Support
n   Error in READING (DECODING)
     n   People’s names and most objects used in a
          numeracy sentence have no bearing on the
          Mathematics. Example ‘Nick buys one apple
          and one banana’.
     n   Numeracy words must be explicitly taught
          to read and understand. Example ‘Nick buys
          one apple and one banana’.

2013 NAPLAN Vocabulary
Numeracy Vocab (Year 3)
equal           most likely   puzzle
favourite       upside down   pieces
between         watch         small
under           blocks        medium
nearest         next          large
front           pattern       length
together        second        shows
view            identical     picture
certain         total         left
tomorrow        exactly       right
matches         outside       results
shape           inside        most
numbered        sign          money

2013 NAPLAN Vocabulary
Numeracy Vocab (Year 5)
reflection    small      left        shaded
nearest       medium     right       added
picture       large      results     designs
favourite     symmetry   greatest    chart
identical     question   equal       closest
total         survey     longer      cards
number        answer     doubles     packets
between       normal     subtracts   altogether
picture       money      method      special
view          shapes     angles      possible
units         object     greater     quarter
measure       throw      pattern     represent
length        start      fraction    mass

Teaching Vocabulary
n   Teach vocabulary in the context of
     the maths topic:
     n   Flash cards
     n   Word to meaning match
     n   Role play
     n   Match word to operation cards
     n   Language of Maths Wall Charts

Programming for Support
n   Error in Comprehension
     n  Some ‘questions’ are statements but most are
         questions.
      n Highlight any question marks. (two may mean

         that there are two steps) and circle question
         words
      n Teach question starter vocabulary.

n   Examples: What? Which one, percentage, angle?
     Who? How much, many, long?

Programming for Support
n   Error in Transformation
     n   Identify the relevant information – highlight numbers and
          operation words (green)
     n   Use these key words/numbers to determine operation
     n   Act out or use objects
     n   Make a drawing or diagram
     n   Make a number sentence
     n   Make an organised list
     n   Guess and check
     n   Look for a pattern
     n   Work backwards
     n   Simplify the problem

Cooperative problem solving-
           A whole class or group activity
     Show a word problem to the whole class or give each group a problem to
      solve. Use ‘Newman’s Five Prompts’ as a wall chart:
1.    Read the question aloud – students or teacher
2.    Highlight: Red – Context/unnecessary words
                  Green – key words and numbers
3.     Circle the question mark
4.    Underline the words which indicate the operation required to calculate
      the answer and place the symbol above the word
       THEN use “ Newman’s Five Prompts” to:
5.    Say aloud what the question is wanting you to find out
6.    Determine the process to use by choosing key words and numbers to
      guide decisions and then make a choice
7.    Decide the best mathematical strategy for the chosen process to find the
      answer
8.   Give or write down the answer to the problem

Year 5 Example
21.
Dallas paid $15.00 for a book and
$27.00 for a shirt. How much change
  should Dallas get from $50.00?
        $8                 $18
         $12               $42

Tell a Story

Converting number sentences to
    word statements

Word statement             Number sentence

$4.00 is shared equally   $4.00 ÷ 5 =
among 5 girls.

Programming for Support
n   Error/poor efficiency in Processing

Examples: counting by ones from the
beginning of each number, using tally marks
to group objects, subtracting using the
highest number

Strategies students use for
      early Addition & Subtraction

Emergent

            Cannot count to 10 or identify numerals to 10

Perceptual

       Needs to see, hear or touch items to work
                    out answer. Counts from 1

Figurative

    Can work answer out mentally but counts from 1

Counting on

   Uses larger numbers and counts on to find
                 total.
                 Also counts down

Strategies students use for
       Multiplication and Division

Level 1

      Doesn’t understand the structure of a group

Level 2         Needs to see individual items to calculate
                the total (MATERIALS NEEDED)

Level 3       Needs to see group markers to calculate the total
              (MATERIALS NEEDED)

Level 4       Makes own markers
              Double count
              Repeated addition & subtraction
              (NO MATERIALS NEEDED)

Level 5      Recalls


    and applies multiplication facts to 10 x 10

Strategies students use for Place
                                           Value

Level 0

         •Doesn’t understand 10 as a unit
                   •Ten is something constructed of tens ones

                   •Needs materials visible
Level 1

         •For example, 4 tens and 2 units visible, 25
                   units hidden, counts by tens and ones,
                   “35,45,55,65,66,67”.

  Level 2

       •No materials needed and understands 10 as
                   a unit
                   •Uses jump & split method with tens and
                   ones)

Resources for Support in Processing
  Mathematics

Developing Efficient Numeracy Strategies
(DENS) Stage 1 and Stage 2
• Where are they now?
• Where to next?
• How?

DEVELOPING EFFICIENT NUMERACY STRATEGIES:
                 STAGE 2

Using the Empty Number Line

NAPLAN Numeracy Strategies
                online resource
•   Load the SMART data for your school.
    • Click on the Numeracy teaching strategies that are
       linked to particular questions OR
    • Google NAPLAN Numeracy Strategies
Contents include:
•Australian Curriculum ID and NSW Syllabus Outcome
•K-10 Numeracy Continuum
•Strategies and activities to support learning of all the
mathematical strands
•Newman’s Error Analysis demonstration

ALSO:
    Lots of fun Numeracy apps

Example:
   Okta challenges you to a duel! That crazy octopus wants to
   play you in a game where the first person to choose cards with a
   specified sum wins. You can choose how many cards, what
   types of numbers, and Okta's level of strategy.

    Times Tables is a delightful, challenging,
    fun and interactive way for children to learn
    the multiplication tables. Approved by
    children, parents and teachers

Learning Outcomes of this
      Presentation

 ASSESSMENT
     to
PROGRAMMING