Unit Standard 21204 Element 4: Identify the literacy strengths and needs of the individual learners in the training or education programme.
Content and Learning
Develop and/or use a range of assessment tools and strategies to assess a learner's literacy and numeracy skills in relation to the Learning Progressions
Suggested teaching and learning activity 1
Using graphic organisers to compare and contrast assessment tools
Purpose: use a graphic organiser to compare and contrast assessment tools. Use a Venn diagram to compare and contrast two published literacy or numeracy assessment tools
Suggested teaching and learning activity 3
National Assessment Tool
Use and review the Adult Literacy and Numeracy Assessment Tool.
Purpose: To practise using this assessment tool and to understand how the information gained through using it can be used in teaching and learning.
Suggested teaching and learning activity 5
Diagnostic assessment tool
Model assessing a learner using a diagnostic assessment tool. See Teaching Adults to Measure and Interpret Shape and Space, pages 7 – 9 See Teaching Adults to Reason Statistically, pages 8 – 13
Purpose: to model and analyse the use of a diagnostic assessment tool. Model and discuss examples of diagnostic activities for assessing learners' sense of measurement. Model and discuss examples of diagnostic activities and questions for assessing learners' statistical reasoning skills.
Suggested assessment activity 1
Report using Writing Frames
see Teaching Adults to Write, page 71: Writing frames
Using a writing frame report on the process and outcomes from assessing the literacy levels of 3 learners using the learning progressions. Make recommendations for a programme of study for these learners.
Suggested teaching and learning activity 2
Role play using the learning progressions numeracy assessment tool
For example see Teaching Adults to Make Sense of Number, page 9.
Purpose: to practise using an assessment tool, and to identify issues associated with using the assessment tool. Allocate roles eg., learner, tutor, observer. Create an observer checklist form (see examples in Appendix E.1 in the NCALE Provider Guide: these can be adapted for numeracy). Role play assessment. Identify potential issues in implementing the numeracy assessment tool, estimate length of time to complete, analyse recording sheet and discuss implications for teaching and learning.
Suggested teaching and learning activity 4
Exploring ways to solve calculations
Use questions from pp. 9 – 15 Teaching Adults to Make Sense of Number to Solve Problems.
Purpose: to identify strategies for solving calculations, and to understand the relationships between number knowledge and problem solving strategies.
Provide practise in identifying and contextualising everyday and/or work-based calculations. Groups can make decisions about the degree of precision required, and level of sophistication of the knowledge and strategies required. As a whole group, discuss the implications of assessing strategy and knowledge progressions.
Suggested assessment activity 2
Interview and report using diagnostic questions
Interview three learners using the diagnostic questions from Teaching Adults to Make Sense of Number to Solve Problems. Report the results of each learner indicating where the learner sits in each of the Make Sense of Number progressions, and reflect on any identified gaps in number knowledge that will inhibit the learner from moving along the strategy progressions. The report must include evidence that the candidate probed their learners about the strategies they used for calculations, not just whether they got a right or wrong answer.
Suggested assessment activity 3
Report or presentation
Use the information from the diagnostic assessment and the numeracy demands grid produced for learning content area 3 (above) to identify the numeracy learning needs of the learner. See Appendix D.2 in NCALE Provider Guide.
Example of a Learning Needs Assessment Report
Learner B appears to be at Step 4 or 5 of the Additive Strategies progression, Step 3 of Multiplicative Strategies progression, and Step 4 of the Proportional Reasoning Strategies progression. The Learner is at Step 4 on the Number Sequence progression, Step 3 on Place Value progression and between Step 2 and 3 of Number Facts progression. Learner B needs to be taught methods and tools for increasing her basic multiplication and division facts up to 10 x 10 before she can move beyond step 3 (using repeated addition) of the Multiplicative progression. Her low Place Value Knowledge will inhibit her learning of partitioning strategies or even rounding strategies for moving along the Additive and Multiplicative progressions.
Recommended resources (see reference list in NCALE Provider Guide for details)
- Looney, J. (2008). Teaching, learning and assessment for adults. Improving foundation skills. This book contains a background chapter on NZ that could also be used in US21191.
- NZCER. (2006). Assessment for foundation learning…
- Sutton, A., & Denny, G. (2008). Facing the Challenge, chapter 16: The role of assessment in foundation learning.
- Tertiary Education Commission (2008a-i) The learning progressions outline the steps towards competence; the accompanying resource books contain diagnostic assessment tools and suggestions.
4.1 Identification includes finding, contextualising, and using initial adult literacy assessment tasks.
4.2 Needs identification includes recording, collating, and analysing results of initial adult literacy assessment tasks.
4.3 Needs identification includes identifying options for specialist referral for individual learners.
Range:past, present, and potential learning successes; past and potential barriers to learning success.
Candidates will demonstrate that they are able to develop and/or use a range of assessment tools and strategies to assess a learner's literacy and numeracy skills in relation to the Learning Progressions.
This page links to NCEA:
National Certificate in Adult Literacy Education