Numeracy Learning and Teaching

Numeracy Learning and
Teaching

Table of Contents
INTRODUCTION ..........................................................................................................................3
Part 1................................................................................................................................................3
Critically analyse the processes of initial assessment, diagnostic assessment and goal setting
for post compulsory mathematics ..............................................................................................3
Critically evaluate a specific assessment tool with respect to validity, reliability, efficiency
and equality of access .................................................................................................................4
CONCLUSION ...............................................................................................................................5
REFERENCES................................................................................................................................6
Books and Journal.......................................................................................................................6

INTRODUCTION
Numeracy can be characterised as the acquisition of knowledge and skills by learners so
as to effective utilise mathematical derivation in various conditions and situations. It focuses on
the identification and apprehension of the value mathematics in the global environment. The
main goal behind teaching and learning numeracy is to provide purpose to the application and
implementation of mathematics (Miller, 2018). The report highlights upon the initial assessment
and diagnostic assessment for post compulsory mathematics. It also focuses on determination of
specific tool for assessment of learning outcomes.
Part 1
Critically analyse the processes of initial assessment, diagnostic assessment and goal setting for
post compulsory mathematics
Initial Assessment
Initial assessment allows the identification of an individual's capability to teach and
deliver knowledge related to the acquisition of diverse concepts. The respective assessment
involves the determination of the reason behind the selection of post compulsory mathematics by
the learner. It involves identifying the expectation of the learner from the programme in order to
gain an insights about the components that has motivated the learner to en-roll in the
mathematics programme. It provides assistance to the trainer in order to determine the suitability
of the participant in regard with the mathematical programme. The initial assessment helped the
learners to enhance their confidence so as to negotiate the targets set in the mathematical
programme.
Diagnostic Assessment
Diagnostic assessment is utilised in order to analyse and measure the mathematical skills
and strengths of the learners as well as their areas of improvement in the post compulsory
mathematics dimension. In order to carry out effective teaching , it is very fruitful for the trainers
to apply diagnostic assessment to their teaching practice. This assessment provides the specific
mathematical level of the learner in order to position the learner in the concerned subject (Adler,
2017). It enables the tutor to determine the gaps in mathematical skills and knowledge of the
learner and provide them will the areas that needs to be worked upon in order to enhance the
understanding of the learner about the mathematical and numerical concepts. This assessment