This page is designed to help teachers select the most appropriate assessment tool to supplement their in-class observations.
|Junior Assessment of Mathematics (JAM)|
The JAM assesses the achievement of a student operating at level one or two of the New Zealand Curriculum (NZC). The assessment consists of 11 modules, each carried out as a one-to-one interview. 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|
Teachers are encouraged to determine the strategy stages of students from in-class observations within their teaching and learning programmes. Where clarification is required, the GloSS assessment provides a series of questions that enable a teacher to identify the strategy stage a student is operating at on each of the three strategy domains of the Number Framework. Multiple forms of the interview are available. 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. Whilst IKAN informs what we know about a student's number knowledge, this assessment does not give a full picture of a student's achievement in number. It is suggested that a student’s number knowledge is assessed if they are making insufficient progress on the strategy stages of the Number Framework or on the number aspects of the LPFs. The IKAN assessments are available on the nzmaths website.
|Numeracy Project Assessment (NumPA, or Diagnostic Interview)|
This detailed diagnostic interview was designed to help teachers understand 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. It was expected that once a teacher understood the Number Framework that the assessment of a student’s strategy stage would be made from in-class observations or by using GloSS. It is not recommended that NumPA interviews form part of a regular assessment routine. 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 and achievement is reported on a common measurement scale. A marking and analysis service is available. PATs are usually carried out early in the year to inform a learning programme and to support cohort tracking. 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, writing and mathematics, and in pānui, tuhituhi and pāngarau. More information about e-asTTle is available from the TKI website.