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  2. National Testing as a Diagnostic Primary Teaching Tool for Numeracy [MPE4261]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    National Testing as a Diagnostic Primary Teaching Tool for Numeracy

  • Unit Code

    MPE4261

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit introduces students to the use of recent NAPLAN (National Assessment Program for Literacy and Numeracy) test documents as pedagogical aids to teaching. In particular, students explore how such documents may be used as positive tools for the diagnosis of basic misconceptions in mathematics, and as a vehicle for better teaching and understanding of childrens needs. Aspects of ethical teaching practice are also addressed, particularly in relation to ways in which some teachers may try to maximise good test results.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the National Teacher Standards.
  2. Explain how the NAPLAN testing system articulates from the expectations of the Australian Curriculum.
  3. Understand how to use NAPLAN tests from past years in a productive and positive way in the classroom.
  4. Understand something of the rationale behind choosing particular test items, especially in relation to some likely and fundamental student misconceptions.

Unit Content

  1. Analysis of the key fundamental concepts being tested in the Year 3, 5, and 7 NAPLAN tests for numeracy in a recent school year.
  2. Consideration of the NAPLAN results in recent years across Australia.
  3. Considerations of the most likely mathematical misconceptions that are being tested for in the tests.
  4. Strategies for using the NAPLAN tests to inform good teaching of mathematics in primary classrooms, as opposed to training students to "pass" a test.
  5. The professional responsibility in teachers using and preparing for national testing in a responsible way.
  6. Tracking of the mathematical progress expected of students as they move from Year 3 to Year 5, and from Year 5 to 7, and relating these to the Australian Curriculum for Mathematics.

Additional Learning Experience Information

Blackboard documents and materials, Collaborative group work and discussion, Professional reading, Independent study, Use of multi-media technology.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationMoving from Year 3 to Year 5 in mathematics50%
ReportBasic concepts in Year 5 and Year 7 NAPLAN tests50%

Text References

  • Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
  • Commonwealth of Australia. (2008). National numeracy review report. A.C.T.: Human Capital Working Group, Council of Australian Government.

Journal References

  • The Australian Mathematics Teacher

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MPE4261|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    National Testing as a Diagnostic Primary Teaching Tool for Numeracy

  • Unit Code

    MPE4261

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit introduces students to the use of recent NAPLAN (National Assessment Program for Literacy and Numeracy) test documents as pedagogical aids to teaching. In particular, students explore how such documents may be used as positive tools for the diagnosis of basic misconceptions in mathematics, and as a vehicle for better teaching and understanding of childrens needs. Aspects of ethical teaching practice are also addressed, particularly in relation to ways in which some teachers may try to maximise good test results.

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate an understanding of the National Teacher Standards.
  2. Explain how the NAPLAN testing system articulates from the expectations of the Australian Curriculum.
  3. Understand how to use NAPLAN tests from past years in a productive and positive way in the classroom.
  4. Understand something of the rationale behind choosing particular test items, especially in relation to some likely and fundamental student misconceptions.

Unit Content

  1. Analysis of the key fundamental concepts being tested in the Year 3, 5, and 7 NAPLAN tests for numeracy in a recent school year.
  2. Consideration of the NAPLAN results in recent years across Australia.
  3. Considerations of the most likely mathematical misconceptions that are being tested for in the tests.
  4. Strategies for using the NAPLAN tests to inform good teaching of mathematics in primary classrooms, as opposed to training students to "pass" a test.
  5. The professional responsibility in teachers using and preparing for national testing in a responsible way.
  6. Tracking of the mathematical progress expected of students as they move from Year 3 to Year 5, and from Year 5 to 7, and relating these to the Australian Curriculum for Mathematics.

Additional Learning Experience Information

Blackboard documents and materials, Collaborative group work and discussion, Professional reading, Independent study, Use of multi-media technology.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
PresentationMoving from Year 3 to Year 5 in mathematics50%
ReportBasic concepts in Year 5 and Year 7 NAPLAN tests50%

Text References

  • Department of Education and Training. (2005). The outcomes and standards framework (mathematics). Perth: State Government of Western Australia.
  • Commonwealth of Australia. (2008). National numeracy review report. A.C.T.: Human Capital Working Group, Council of Australian Government.

Journal References

  • The Australian Mathematics Teacher

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

MPE4261|1|2