QTS Numeracy Tests: Questions for Turning S omersaults? Clare Trott and Hilary Maddocks

1. QTS Numeracy Tests: Questions for Turning Somersaults?Clare Trott and Hilary Maddocks

2. Task 1 ADSHE 2013

3. 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. ADSHE 2013

4. 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. ADSHE 2013

5. 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 ADSHE 2013

6. 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) ADSHE 2013

7. On-Screen Calculator 23 x 4 + 3 ÷ 6 ADSHE 2013

8. 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? ADSHE 2013

9. 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))
 ADSHE 2013

10. Content • Section A • Mental Arithmetic • Section B • Interpreting and using written data • Solving written arithmetic problems ADSHE 2013

11. Practice material Guidance Material http://www.education.gov.uk/schools/careers/traininganddevelopment/professional/b00211213/numeracy Practice Tests http://www.education.gov.uk/QTS/Numeracy/assessment_engine.html ADSHE 2013

12. Practice Questions page ADSHE 2013

13. Dyslexia v Dyscalculia Dyslexia Conceptual Foundation knowledge New learning outcome Procedural Dyscalculia Conceptual Foundation knowledge New learning outcome Procedural ADSHE 2013

14. 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? ADSHE 2013

15. Resources ADSHE 2013

16. ADSHE 2013

17. Video ADSHE 2013

18. 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? ADSHE 2013

19. B1 ADSHE 2013

20. B2 Procedural Conceptual £1.00 = 141.50 Krona International currency £ £2.00 = more or less Krona than £1.00 ADSHE 2013

21. B3 Visual Stress This is where you click The number of pupils in the table is irrelevant 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. ADSHE 2013

22. B4 15 children pay £5.00 each Entrance fee £2.50 30p per mile 3 3 4 3 0 8 1 9 6 6 ADSHE 2013

23. 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… ADSHE 2013