Assessing and Understanding Early Numeracy for Students with Additional Learning Needs

Abstract

Almost 5% of Australian students fail to reach minimum standards for numeracy as assessed on the national assessment and monitoring program, and this is of particular concern in light of evidence that poor numeracy contributes to lifelong problems such as difficulty getting and maintaining employment. Learning progressions, particularly in mathematics, have been identified as effective ways to support teachers’ understanding of skill development and connect assessment and pedagogy. The aim of the study described in this chapter was to design an assessment of early numeracy skills for students with additional learning needs that could be mapped to a learning progression. Trialled with 2597 students from 65 schools, a set of items based on teacher observation and judgement measured skills that provide a foundation for participation in numeracy learning across the school years. Analysis of the data, using a partial credit approach to item response modelling, found that the items could describe numeracy learning across a broad range of proficiency, although gaps were identified for students at the highest and lowest extremes of numeracy understanding. Analysis of differential item functioning (DIF) suggested that the items measured numeracy skills and understanding consistently for students with different sub types of additional learning need.