Welcome

• The webinar will start at 12 noon.• You will be able to contribute your thoughts,

questions and ideas via the public chat window.

Purpose of this session

• Share some of the things I’m learning about using the information from the Assessment Tool to inform teaching with a group of learners

• Give an overview of the reports generated by the tool

• Look at how the NAT results can inform teaching plans and formative assessment tasks

This case study

• The learners– Youth Guarantee students studying Level 2

Certificate in Hospitality• The programme– Table/ restaurant service– Food preparation/cookery– Barista/beverage service– Workplace calculations/read texts– LINU

The team

• Home tutor – table service, hospitality theory, pastoral care

• Cookery tutor• Literacy advisor/specialist• Numeracy advisor/specialist

Assessing the Group

• Computer lab booked for 2 sessions, timetabled into their programme

• Literacy assessment Monday, Numeracy Thurs• Fully-adaptive online versions• Observations• Considerations for future

The Results are in!

Now What???

Information available

• Group reports– Summary Report (Bar chart)– Progress Report (Box plot, aka box-n-whisker)

• Individual reports– Learner Assessment Report (Scatter plot)– Question details

Further formative assessment

• Identified common weaknesses in proportional reasoning.

• 10 contextualised questions given to learners targeted at about step 4 of Make Sense of Number strand.

• The results mirrored very closely the group numeracy report

Original draft for embedded numeracyEmbedded numeracy in Workplace Calculations units Session Theme Student Activities Vocational Tutor Preparations and

Teaching activities Embedded Numeracy Teaching

Session 1: Estimating & measuring to make soup. 20 May Facilities: Kitchen 9 – 12 Tutorial: 1 – 2 Minestrone Soup

Students given ingredients for minestrone soup. For each item they are asked to estimate weight of the ingredient. Then they are given scales and asked to find actual weight of ingredient then calculate difference. Prepare ingredients and weigh the amount of waste. Calculate waste %age. Cut the ingredients to appropriate sizes using estimation. Measure out appropriate liquid volume. Make the soup.

Have recipe and ingredients ready for students. Go through whatever pre-teaching briefing required for working in the kitchen. Scales ready. Discuss how to read scales – how accurate can they read them, what unit are they measuring in, etc. Teach about the required preparation for ingredients Give the appropriate size for pieces Measuring equipment available and students instructed on how to read volume scales.

Worksheet available for recording estimates and actual weights. Discuss appropriate units for recording weights and relationship between g and kg Strategies for working out +/- differences. Converting decimal kg differences to g differences, eg., difference between 1.5 kg estimate and 1.6 kg actual as 0.1 kg OR 100 g Benchmarking strategies for estimating 1 cm, 5 mm or whatever is appropriate. Converting between ml and litres Tutorial (LW): Strategies for working out %ages – estimate and calculate

Session 2: Temperature scales & Time systems

Read oven temperatures from recipes and set oven accordingly.

Provide examples of recipes with temperature given in F .

Overview of the 2 temperature measuring systems.

Adapting Teaching Plan

• Reign in ideas about how far I could go /how much to cover in a session

• Full-group, hands-on numeracy sessions in the kitchen went reasonably well

• Follow-up sessions (tutorials) work best with small groups of similar abilities

• Consider ‘exemption’ test for high level learners• Mini-whiteboard sessions worked really well

A bit more on analysing reports…

First information – group reports– Build general profiles of the steps– What generalisations can we make about a learner who

answers most Reading assessment questions at step 3?– What can and can’t we expect from a Step 3 reader?– What generalisations can we make about a learner who

answers most Numeracy assessment questions at step 3?

– What can and can’t we expect from a Step 3 problem solver?

Analyse & Prioritise

• What key words are highlighted multiple times?

• Which of the highlighted skills are required regularly in your course or vocation?

• What deliberate acts of teaching will support your learner to acquire those skills?

Analyse & Prioritise

• What are the number knowledge gaps?• Which strategies are highlighted multiple times?• Any questions you’d like to look at in more

detail?• Which of the highlighted skills are required

regularly in your course or vocation?• What deliberate acts of teaching will support

your learner to acquire those skills?