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.
Junior Assessment of Mathematics (JAM)
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 11 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.
Global Strategy Stage (GloSS) assessment
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 that 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 in the "Numeracy Assessments" module, in the "Other useful teaching practices" collection in PLD 360. The GloSS assessments are available on the nzmaths website.
Individual Knowledge Assessment of Number (IKAN)
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.
Numeracy Project Assessment (NumPA, or Diagnostic Interview)
This diagnostic interview was created to support teachers in developing an understanding of the Number Framework. It is administered as an individual interview and fully assesses 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. It is recommended that GloSS, IKAN and JAM be used instead. More information about NumPA is available from the nzmaths online PD. The Diagnostic Interview is Book 2 of the Numeracy Development Projects Books.
Progressive Achievement Tests (PATs)
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.
Assessment Resource Banks (ARBs)
The ARBs include a collection of mathematics assessment resources for levels one 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, and many can be completed online, with results of the task viewed. More information about the ARBs is available from the NZCER website.
e-asTTle is an online assessment tool, developed to assess students’ achievement and progress in reading, mathematics, writing, and in pānui, pāngarau and tuhituhi. More information about e-asTTle is available from the TKI website.
Progress and consistency tool (PaCT)
PaCT unpacks the curriculum content of mathematics into eight learning progressions that illustrate the significant steps that learners take as they progress in mathematics. PaCT is an ‘engine’ that captures teacher judgments on aspects of mathematics and produces on overall judgment about a student’s achievement in relation to curriculum levels (and optionally against the National Standards). PaCT creates achievement and progress reports that help teachers and school leaders to monitor the progress of students. More information about PaCT is available from the PaCT website.