This section is designed to help teachers select the most appropriate assessment tool to meet their assessment needs. Read Background Information on the aims and features of quality assessment.
- National Standards Illustrations
A collection of Illustrations of the National Standards for Mathematics are being developed. Each task includes a page describing the task that was used to generate the work samples and a collection of two or more work samples, each illustrating work at a particular standard. The work samples are annotated to indicate features that are representative of that standard.
- JAM (Junior Assessment of Mathematics)
The JAM assesses the achievement of a student in relation to levels one and two of The New Zealand Curriculum (NZC) and the mathematics standards for years 1–3. The assessment consists of 9 modules. Each module can be used as a separate assessment, or the modules can be combined to provide a broader assessment. The JAM is available on the nzmaths website.
- NumPA (Diagnostic Interview)
This diagnostic interview is administered in an individual interview. It is used to fully assess a student’s knowledge in all five of the knowledge domains and strategy in all three of the strategy domains. However, as this method of assessment is time-consuming, it is not intended that it be used with every member of a class on a regular basis. More information about NumPA is available from the nzmaths online PD. The Diagnostic Interview is Book 2 of the Numeracy Development Projects Books.
The GloSS assessment enables you to identify the strategy stage students are operating at across all three strategy domains, known as the global strategy stage. It consists of a series of strategy questions which can be administered to individual students in a few minutes. Multiple forms of the interview are available so that students do not become too familiar with the questions. More information is availible from the nzmaths online PD. The GloSS assessments are available on the nzmaths website.
The IKAN assessment identifies the knowledge stages students are operating at across all five knowledge domains, known as the global knowledge stage. The IKAN interview is for students at the counting stages of the number framework. It can be carried out formally in a one-on-one situation or in a small group setting. The IKAN written test is for students at the part-whole stages of the number framework. Whilst IKAN informs what we know about a student's number knowledge, this assessment on its own is insufficient to give a full picture of a student's achievement in number. More information is available from the nzmaths online PD. The IKAN assessments are available on the nzmaths website.
PAT:Mathematics is a series of 9 multiple choice tests designed for students in years 3 to 10. Each test can be used at multiple year levels. Achievement on each test can be reported on a common measurement scale. The scale allows formative and summative reporting. A marking and analysis service is available. More information about PAT assessments is available from the NZCER website.
The Assessment Resource Banks (ARBs) include a collection of mathematics assessment resources for levels two to five. They are intended for assessment within New Zealand classrooms and include tasks for students and a teacher information page. Many of the resources include formative assessment support for teachers and students. Tasks can be selected for a specific learning objective. More information about the ARBs is available from the NZCER website.
asTTle provides teachers, students, and parents with information about students’ achievement, relative to the curriculum achievement levels for levels 2 to 6 including and national norms of performance for students in years 4 to 12. More information about asTTle is available from the TKI website.
- Class observations, questions
Teachers will also be collecting information through informal assessment activities. By observing students as they work in groups, asking questions, setting specific activities, and marking students’ workbooks, teachers can collect information to improve the teaching and learning of mathematics.