2. Presentation outline
Literacy and Numeracy for Adults Assessment Tool:
• Results from 2011 for three numeracy skills assessed
• Issues in measuring skills and gain
• General Numeracy profiles and gains according to
gender and qualification level
3. Assessment Tool 2011: Percentage of
assessments for each numeracy skill
5.7
8.8
General Numeracy
Number Knowledge
Number Strategies and
Measurement
85.5
4. Learning Progression Steps on first
assessment in 2011 for numeracy skills
35
Percentage of first assessments in 2011
30
25
20
15
10
5
0
General Numeracy Number Knowledge Number Strategies and
Measurement
Numeracy skill
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
5. Correlations between first assessment
scores for the three numeracy skills
Number Number Strategies
Knowledge and Measurement
0.81 0.75
General Numeracy
Number Strategies 0.83
and Measurement
6. Percentage of learners reassessed for
numeracy skills, by initial Step
50
Percentage of learners reassessed in 2011
45
40
35
30
25
20
15
10
5
0
General Numeracy Number Knowledge Number Strategies and
Measurement
Skill assessed
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
7. Statistically significant gain for numeracy
skills in 2011, by first assessment step
70
Percentage with significant gain in 2011
60
50
40
30
20
10
0
General Numeracy Number Knowledge Number Strategies and Measurement
Numeracy skill assessed and reassessed
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
8. Issues in measuring skills and gain
• Coverage: percentage of learners assessed, reassessed
• Composition: different learner mixes in different programs
• Random variation, measurement error
• Assessment type: adaptive (full, snapshot), non-adaptive
• Preparation, engagement and motivation
• Greater gains for those who initially score low: more scope
for improvement, more educational attention, support from
peers?
• Practice effect: learning the assessment vs learning the
skill
9. Learning Progression Steps at first assessment for
General Numeracy, by gender
35
Percentage of first assessments in 2011
30
25
20
15
10
5
0
Female Male
Gender
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
10. Percentage of learners with significant gain for
General Numeracy, by initial Step and gender
70
Percentage with significant gain in 2011
60
50
40
30
20
10
0
Female Male
Gender
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
11. First assessment Steps for General Numeracy
in 2011, by qualification level
45
Percentage of first assessments in 2011
40
35
30
25
20
15
10
5
0
Level 1 Level 2 Level 3 Level 4 Levels 5-7 Bachelors+
Level of qualification
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
12. Percentage of learners reassessed for General
Numeracy, by initial Step and qualification level
50
Percentge of learners reassessed in 2011
45
40
35
30
25
20
15
10
5
0
Level 1 Level 2 Level 3 Level 4 Levels 5-7 Bachelors+
NZQF level of qualification
13. Percentage of learners with significant gain for
General Numeracy, by initial Step and
qualification level
60
Percentage with significant gain in 2011
50
40
30
20
10
0
Level 1 Level 2 Level 3
NZQF level of qualification
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
Editor's Notes
Based on records of 81,000 numeracy assessments in 2011.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 50,000 learners assessed at least once in 2011 for General Numeracy; approximately 5,900 learners assessed at least once for Number Knowledge; and approximately 3,800 assessed at least once for Number Strategies and Measurement.
Based on approximately 2,700 learners assessed for both General Numeracy and Number Knowledge; approximately 1,700 assessed for both General Numeracy and Number Strategies and Measurement; and approximately 1,000 assessed for both Number Knowledge and Number Strategies and Measurement.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 50,000 learners assessed at least once in 2011 for General Numeracy; approximately 5,900 learners assessed at least once for Number Knowledge; and approximately 3,800 assessed at least once for Number Strategies and Measurement.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 16,000 learners assessed more than once in 2011 for General Numeracy; approximately 1,100 learners assessed more than once in 2011 for Number Knowledge, and approximately 600 learners assessed more than once in 2011 for Number Strategies and Measurement.For General Numeracy, the number of reassessed learners at each first assessment step was: Step 1: 700Step 2: 1,000Step 3: 3,300Step 4: 4,300Step 5: 4,600Step 6: 2,100
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 21,000 female and approximately 30,000 male learners assessed at least once in 2011 for General Numeracy.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 8,000 female and 8,000 male learners assessed more than once in 2011 for General Numeracy;
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 29,000learners whose qualification level could be identified and who were assessed at least once in 2011 for General Numeracy.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 29,000learners whose qualification level could be identified and who were assessed at least once in 2011 for General Numeracy.
Steps 1-6 in the legend refer to the Learning Progressions steps corresponding to learners’ first assessment scores in 2011.Based on records of approximately 8,900learners whose qualification level could be identified as Level 1, 2 or 3, and who were assessed more than once in 2011 for General Numeracy.
