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Identify learners' knowledge gaps


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Last updated 16 May 2013 14:59 by NZTecAdmin

We've identified the numeracy knowledge and strategies that support the vocational numeracy demand. The next step is to develop some measurable numeracy outcomes so you can identify which outcomes your learners have already achieved, and which ones specifically need to be addressed.

You may get a general feel for your learners’ capabilities from Assessment Tool reports. For example, learners below step 4 are unlikely to understand that 0.25 represents 25%, and may not be able to find 3/4 (75%) of $20. Use the Numeracy Learner Profiles along with the Assessment Tool reports to roughly gauge your learners' likely current numeracy abilities.

The best way to find out specifically what your learners do and don’t know is to ask them! It only takes a few minutes to find out if your learners have a strategy for working out 25% of $160. If you write learning outcomes using active, measurable verbs, it’s easy to think of questions or problems to assess them. Well-devised questions are essential both before teaching, to assess gaps in knowledge and skills, and after teaching, to assess what progress the learner has made.

Writing measurable outcomes

If we endeavour to write outcomes using verbs that are observable or measurable, then both assessment activities and teaching & learning activities should fall naturally out of the outcome.

The verb 'knows' is an example of a verb that's somewhat difficult to assess. How can we determine whether a learner 'knows' something? To revise the outcome into one that's more easily assessed, think about what the learner will be able to DO if she 'knows' or 'understands' something. Once the learning outcome language is active, the assessment activity or questions should become obvious.

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