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Assessment question details

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Last updated 09 September 2013 10:16 by NZTecAdmin

Comparing a learner’s step level to step profiles is a good starting place for determining their probable literacy and numeracy capabilities. But as with all generic profiles, the step profiles provide only a generalised summary of likely capabilities at a particular step.

The Learner Reports provide opportunity to derive a more personalised profile for a learner. The images below show the Assessment Questions detail section from a Reading assessment along with the scatter plot.

Download pdf files of the two pages:

highlighted reading report p1 pdf (PDF, 1MB)

highlighted reading report p2 pdf (PDF, 810KB)

Analysis of report

Firstly, the scatter plot tells us that the learner’s overall achievement level is Step 3 of the Read with Understanding strand of the Adult Learning Progressions. The learner consistently answered Vocabulary and Text Features questions located at Step 3 correctly. Likewise, reading comprehension questions at the lower end of Step 3 were answered correctly. The learner was only able to correctly answer one question which required reading critically.

Next, note that the Assessment Questions section identifies the context, assessment intent and text type for each question, as well as the progression and result (which are also evident in the scatter plot).

An educator has gone through this report and used highlighters to colour code, according to progression, the intent of each question the learner got wrong. For example, the key intent of Question 3 was locate and link information in a flowchart, and it was assessing reading comprehension so the intent is highlighted pink for Comprehension.

Once the intents of all the incorrectly answered questions have been highlighted, we look for similarities or themes in the errors. In this example at least five of the missed questions were about locating synonymous information in texts or diagrams. The learner also had difficulty identifying key points in a text.

Possible next steps

Based on the above information, teaching and learning strategies that could be embedded in vocational teaching to support this learner could include

  • Ensuring language and words used in class and in text are consistent
  • Explicitly linking synonymous words and ideas in class
  • Showing learners how to use a thesaurus
  • Incorporating teaching and learning sequences from the Learning Progression resources such as Identifying Main Ideas or Selecting Relevant Information

This short video clip demonstrates how to find appropriate activities under the Learning Progressions tab of this website.

Finding T&L sequence

Numeracy assessment question details

The video clip below demonstrates a process for relatively quickly analysing the question detail section of the numeracy assessment examined the previous section.

Numeracy individual learner report (PDF, 321KB)

numeracy question detail

Key impressions

Going through the question detail for this learner confirmed that the learner does not understand decimal numbers well. This is in line with the expected profile of a learner achieving at step 3 of the numeracy progressions.

The learner knows some whole number multiplication/division basic facts and can do some large whole number calculatons.

The learner appears to have a pretty good sense of measure and correctly converted between digital and analogue time.

The learner is weak in proportional reasoning.

These are general impressions based on the results. If you have specific numeracy demands in your course, you may use the question detail section to look for learners’ results for quite specific intents. Avoid placing too much emphasis on the results of any single question.

Possible next steps

A shallow understanding of decimal numbers and low proportional reasoning skills are common issues for any group of learners who achieve below step 5 on an assessment. So teaching and learning activities that build learners' understanding of decimals and proportional thinking are likely to benefit this learner and many of his fellow learners.

Teaching and learning strategies that could be embedded in vocational teaching to support this learner could include:

  • Exploring strategies for solving percentage and multiplication problems using proportional reasoning. For example if we know 10%, how can we find 5% or if we know 3 x 15 how can we use this to find 6 x 15?
  • Including visual representations of decimal numbers in calculation activities. See the teaching and learning sequence 'Decimal number place value'.
  • Using tables and boxes to solve rate or scaling problems. See 'Boxing in rates'.
  • Reminding learners the check if an answer looks reasonable when performing calculations, and exploring estimation strategies for checking.



If you have any comments please contact us.

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