Assessing numeracy in primary schools

The main objective of this project was to improve student numeracy outcomes in the ACT through the development of a whole-school approach that links a comprehensive assessment regime with numeracy teaching and learning. Key outcomes of the project included an impetus to engage in whole school discussions and planning; the rethinking of teaching and assessment practices; and the willingness to share and compare approaches and practices with those of other schools across the public, Catholic and Independent systems.

Changes in teaching approaches and practices included the introduction of open-ended activities, practical activities and games discussion of mathematical understandings.  There was a focus on students sharing their thought processes, targeting the understanding of individual children and the use of mental computation. Changes in methods of assessment included the introduction of checklists, student journals, interviewing, portfolios and work samples; observations of classroom behaviour; problem solving using rubrics; explanation; and surveys of attitudes. The introduction of different teaching and assessment practices led to the development of a website, Assessable Moments, as a professional development resource for teachers. This project was funded under the Australian Government’s Numeracy Research and Development Initiative and developed in partnership with the University of Tasmania.

Electronic version only available from the Department.  Print copies may be available for loan from your local library.

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