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QTS Numeracy Tests: Questions for Turning Somersaults?Clare Trott and Hilary Maddocks
ADSHE 2013
Task 1
May 2013
ADSHE 2013
Rationale
As a teacher, it is important that you demonstrate a high level of ability in numeracy in all areas of work in school. This applies to all teachers, not just those with specific curricular responsibilities for numeracy or mathematics and regardless of their chosen phase of education.
May 2013
ADSHE 2013
Test Details
• Can take 3 times (then not for 2 years)• 1st attempt is free• 2nd/3rd attempts cost £19.25 each• A laminated card and fine non-permanent marker provided • No notes to be taken into test room.
May 2013
ADSHE 2013
Marks
• There are 28 questions• 12 mental arithmetic, NO calculator (in A) • 16 on-screen, on-screen calculator (in B) • Pass mark = 63 % (raw score 18/28)• 4/5 from section A should be enough if student is better at on-screen items
May 2013
ADSHE 2013
Time
• Standard time is 48 minutes • 25% or 50% extra time available• Section B has extra time correctly added
(36 mins/45mins)• Section A• Each item has 5 seconds added• For 12 items, this is 1 minute extra
• NOT 25% extra time (7.5% for the section)
May 2013
On-Screen Calculator
May 2013 ADSHE 2013
23 x 4 + 3 ÷ 6
ADSHE 2013
Reasonable Adjustments
“Candidates who previously required special
arrangements in a test or public exam can request
the same for the professional skills tests for trainee
teachers”
• Extra Time
• Text on-screen section A
• Voice-over or not?
• Reading help v interrupting processing
• Paper-based version?
May 2013
ADSHE 2013
Extra Time
• Requests for 25% extra time – no application
form or evidence to be submitted (reserve the
right to request proof)
• Other reasonable adjustments need an
application form and evidence (from
Assessment Report (student permission))
May 2013
ADSHE 2013
Content
• Section A• Mental Arithmetic
• Section B• Interpreting and using written data• Solving written arithmetic problems
May 2013
ADSHE 2013
Practice material
Guidance Materialhttp://www.education.gov.uk/schools/careers/traininganddevelopment/professional/b00211213/numeracy
Practice Tests http://www.education.gov.uk/QTS/Numeracy/assessment_engine.htmlMay 2013
Practice Questions page
May 2013 ADSHE 2013
ADSHE 2013
Dyslexia v Dyscalculia
May 2013
DyslexiaFoundatio
n knowledge
Conceptual
Procedural
New learning outcome
DyscalculiaFoundatio
n knowledge
Conceptual
Procedural
New learning outcome
ADSHE 2013
Task 2
• Consider the mental arithmetic examples given• Try each one for yourself first• Then discuss in your group
• Did you all use the same method?• What alternative ways are there?
May 2013
ADSHE 2013
Resources
May 2013
ADSHE 2013May 2013
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Video
May 2013
ADSHE 2013
Task 3
• Consider the Section B examples given
• Try each one for yourself first• Then discuss in your group
• What are the issues and barriers for students?• What alternative ways are there?May 2013
B1
May 2013 ADSHE 2013
B2
May 2013 ADSHE 2013
Procedural Conceptual
£1.00 = 141.50 Krona
£2.00 = more or less Krona than £1.00
£ International currency
×
÷
B3
May 2013 ADSHE 2013
Wording in the highlighted sentence is confusing. It could be written as
Consider all the pupils in the year group who speak exactly 2 languages. Click on the class which has half of these pupils.
This is where you click
The number of pupils in the table is irrelevant
Visual Stress
B4
May 2013 ADSHE 2013
Entrance fee £2.50
3 4 0 1 6 3 3 8 9 6 30p per mile
15 children pay £5.00 each
ADSHE 2013
Conclusions
• Wording that does NOT match• Give ALL true statements• Exploring alternative methods with your student• Visualising situations• Decimal points do NOT move• procedural v conceptual learning• Irrelevant information• The answer requires the amount who do NOT…May 2013
