This document discusses assessment for numeracy unit standards, which focus on using numbers to solve problems, interpreting statistical information, and using measurement in everyday contexts. It defines numeracy and explains how it differs from mathematics. Assessment evidence for the unit standards must be naturally occurring, collected over time and across contexts to demonstrate ongoing competence. The document recommends using learning progressions to help assess numeracy skills and provides links to further information.

1. Assessment
for Numeracy

2. Assessment for Numeracy
unit standards
26623 Use number to solve problems
26626 Interpret statistical information
for a purpose
26627 Use measurement to solve
problems

3. Numeracy - definition
Being competent, confident, and able to judge in
everyday contexts whether to use mathematics in a
particular situation and if so, what mathematics to use,
how to use it, what degree of accuracy is appropriate,
and what the answer means in relation to the context.
Numeracy knowledge and skills are essential for
mathematics in everyday family and financial matters,
learning, work and community tasks, social and leisure
activities.
Numeracy is different from Mathematics.

4. These unit standards focus
explicitly on numeracy in our
everyday lives.
“ongoing transferable competence”

5. Therefore assessment evidence
must be:
− naturally occurring
− over a range of contexts
− and over time.

6. Naturally Occurring Evidence
(NOE)
NOE occurs when it is produced in the
natural course of a person’s life – in work,
at school, anywhere else.
NOE excludes evidence from assessments
specifically designed for generating
evidence of numeracy competence – this is
not naturally occurring.

7. Evidence must be collected
over at least one month to
ensure the numeracy
competence is ‘ongoing’
and not just a one-off.

8. Evidence must be collected
from different contexts
to demonstrate transferability.

9. The Learning Progressions
The unit standards are based on the Learning
Progressions http://nclana-
archive.ako.ac.nz/resources/354426.html.
These help set the criteria for assessment
evidence at koru/step 5 of the relevant
numeracy strand.

10. Using the electronic Learning Progressions for teaching and assessment guidance
Downloadable documents
include the pictured
‘Teaching…” resource and a
brief summary chart of the
relevant strand.
Not available
for numeracy.
Paper copies of
the Progressions
Detailed glossaries
Focuses on initial
skills and knowledge,
in people with little
literacy
Provides a
theoretical basis
Web address: http://www.literacyandnumeracyforadults.com/resources/354426
Despite being called “Adult
…Progressions”, they are
entirely relevant to
younger people as well,
including senior secondary
pupils.
Web address: http://nclana-archive.ako.ac.nz/resources/354426.html

11. Visit http://nclana-
archive.ako.ac.nz/resources/354426.html
for the six Learning Progressions, to
access further detail and examples.

12. Each Learning Progression has its own set
of webpages with helpful examples and
guidance.
Drill into them by clicking on the ‘explore’
icon next to each progression.

13. A note about “adult”
Despite the frequent use of
this label the Learning
Progressions are also entirely
relevant to young people.

14. 26623 Use number to solve
problems
Three instances each of addition, subtraction,
multiplication, and division need to be
demonstrated. Each instance must be different
enough to show transferability of skills (ER 1.1
range).
There must be evidence that the learner has
determined that their solution is appropriate to
the problem (ER 1.2).

15. 26626 Interpret statistical
information for a purpose
The conclusions drawn from the statistical
data must relate back to the statistical
information and must use appropriate
general features in the information.
There must be evidence that the learner has
determined that their conclusion is
appropriate to the purpose (ER 1.2).

16. 26627 Use measurement to solve
problems
There must be evidence of students using
calculations to solve the problems (Outcome 1).
Location must be included in terms of directions
and distances (Outcome 1).
The method to the solution of problems must not be
given by the assessor (ER 1.2).
There must be evidence that the learner has
determined that their solution is appropriate to the
problem (ER 1.3).

17. Remember always that
assessment evidence must be:
− naturally occurring
− over a range of contexts
− and over time.

18. Other PowerPoint presentations in
this series:
• The unit standards (a general
introduction)
• Assessment for Literacy
• Moderation

19. Discussion/questions
For further information about:
• the unit standards themselves or to
comment on this presentation,
contact nqs@nzqa.govt.nz
• assessment or moderation, contact
ams@nzqa.govt.nz