The diagnostic assessments and supporting documentation are currently being updated. The versions that have been updated are marked below but these are currently still in draft format while they are being piloted as such some minor changes may still occur. Self-paced training is being planned to support the use of the assessments – this will be publicised when it has been piloted and is ready for wider use.
For schools/teachers who are already fully implementing the use of the diagnostic assessments, it may be useful to read the guidance notes/access the training for a refresh however the updated assessments will not mean that you need to start from scratch again. When you next reassess your pupils, you can do it just as you would if you were using the older versions but complete the reassessment on the updated version.
If you wish to access the older versions of the assessments (from 2015), these are still available on Glow for staff within Highland Council.
Supporting Documents (Updated May 2019 – Draft versions)
- Counting and part-whole strategies: Stages of Thinking (Updated May 2019 – Draft Version)
This provides an overview of the stages of thinking cross referencing Maths Recovery stages and the stages described in the New Zealand Numeracy Project so that staff can more easily move between the three resources if they wish.
- Coding Sheet for Diagnostic Assessments (New May 2019 – Draft Version)
This provides guidance on codes that could be used in the ‘comments’ section of the assessment so that consistent codes/information are being used from person to person so that when the assessments are passed on to a new teacher, they make more sense. It also reduces the amount that you potentially need to write when recording a pupil’s thinking.
Strategy Assessments (Updated May 2019 – Draft Versions):
Addition and Subtraction (Updated May 2019 – Draft Versions)
- Guidance Document: Addition and Subtraction (Updated May 2019 – Draft Version)
Updated to include additional information to support use and also to reflect additions to the assessment such as the optional scoring system.
- Response and Level Guidance Add Sub (Update 26.06.19) (Updated June 2019 – Draft Version)
Added to provide support to staff using the assessments in terms of interpreting pupil responses and identifying the strategies that they might have used. Some guidance is given as to the approximate level of different strategies but those using the assessments need to keep in mind that the stage decided on will be as a result of a combination of the strategies used across several questions.
- Assessment: Addition and Subtraction (Updated May 2019 – Draft Version)
The update includes optional supplementary questions that may help to gain more information about a pupils stage and the strategies they are using.
There is also an additional optional scoring system that teachers/schools may use if they wish to track smaller improvements for specific pupils or measure smaller changes following intervention.
- Problem cards: Addition and Subtraction (Update May 2019 – Draft Version)
The update includes problem cards for the newer supplementary questions in the assessment.
Multiplication and Division
These diagnostic assessments have been developed based on the Diagnostic Interview from New Zealand maths and Maths Recovery assessments, and adapted to link to the stages of the Highland Numeracy Progression and Curriculum for Excellence levels.
This is a useful link to the NZ maths website, where you can download the Diagnostic Interview in full.
Please contact me if you would like guidance on delivering this assessment, or have any questions. These assessments can also be found on the Glow Maths and Numeracy Site, under Highland Numeracy Progression, then Assessments.
Analysing the results and identifying gaps
Assessment Overview MASTER(Updated June 2019 – Draft Version)
The spreadsheet has been created to help schools using the assessments more easily see their results ‘at a glance’. It will also allow teachers/schools to:
- More easily identify strengths and gaps in individual pupils, groups of pupils or whole classes.
- See trends in terms of strengths and gaps across groups, classes and potentially the whole school.
- Track progress over time.
The following video provides an overview of how to use the document: