Presentation on theme: "An introduction to the Literacy and Numeracy unit standards"— Presentation transcript:
1An introduction to the Literacy and Numeracy unit standards
2Slide show contentRequirements common to the Literacy and Numeracy unit standardsInformation and resources available for planning, implementation, assessment and moderationEvidence gathering and recordingThings to consider when planning for assessment
3Background The following strategies and projects form the background to the Literacy and Numeracy unit standard development:Government strategy to improve literacy and numeracy levels of all New ZealandersAdult Literacy Strategy (TEC)Alignment of Standards with the New Zealand Curriculum (MoE/NZQA)
4Defining Literacy and Numeracy Literacy is defined as: the written and oral language people use in their everyday life, learning and work. It includes reading, writing, speaking, and listening. Skills in this area are essential for good communication, active participation, critical thinking and problem solving.Numeracy is defined as: the bridge between mathematics and daily life. It includes the knowledge and skills needed to apply mathematics to everyday family and financial matters, learning, work and community tasks, social and leisure activities.
5Underpinning requirements The following requirements underpin all six standards:Learner evidence as a whole must reflect the required levelLearner evidence must be naturally occurringLearners’ skills are transferable, and demonstrated over a period of timeLearner evidence is assessed as a whole against the standard’s requirementsThe title and purpose of each standard must be met
61. Level of the standardsThe standards are registered at level one on the New Zealand Qualifications Framework.The Literacy standards align to Step/Koru 4 on the Adult Literacy Learning Progressions.The Numeracy standards align to Step/Koru 5 on the Adult Numeracy Learning Progressions.The standards are not aligned to the NZ Curriculum.
72. Naturally occurring evidence The standards must be assessed on the basis of evidence thatoccurs naturally in real contexts (EN2).Naturally occurring evidence is derived from activities within a learning programme and/or from a candidate’s actual work performance and/or everyday life.Evidence may be gathered from:the classroom (from different courses, or different aspects of the same course)the workplaceother contexts (eg family, sport, leisure, or community life).Authenticity of learner work must be ensured.
83. Transferable competencies demonstrated over a period of time The assessor must be satisfied that the learner’s literacy or numeracy skills are transferableevidence of competence must be demonstrated across at least three separate activities (EN2).Evidence of competence must be demonstrated over a period of timeevidence must have been demonstrated over a period of at least one month (EN3).
94. Assess learner’s performance as a whole The standards lend themselves to a portfolio approach:Assess evidence of a learner’s performance as a whole against the requirements of the standard.The learner’s portfolio of evidence must reflect (or exceed) the appropriate step/koru of the adult learning progressions.
104. Assess learner’s performance as a whole - continued Only standard (writing) requires all evidence requirements to be met in each piece of writing.For standard (speaking), ER 1.1 can be met across the portfolio of evidence (and ER 1.2 must be met in each interaction).In the rest, the evidence requirements can be met across the portfolio of evidence.
115. Title and purpose of standard must be met Standard Write to communicate ideas for a purpose and audienceStandard Use number to solve problemsStandard Read texts with understandingStandard Actively participate in spoken interactionsStandard Interpret statistical information for a purposeStandard Use measurement to solve problems
12Relationship to teaching and learning programmes So how do these unit standards relate to embeddingthe teaching and learning of literacy and numeracyinto courses and programmes?The embedding of literacy and numeracy teaching and learning is aimed at up-skilling learners so that they become more literate and more numerate.The Literacy and Numeracy unit standards are used to credential learners – to verify they have met this minimum level of competence.
13Resources available From NZQA: Information and resources for planning and implementation, assessment and moderationAdult Literacy and Numeracy Learning Progressions –
14Assessment and moderation information and resources Available fromNational external moderation requirementsAssessed Work cover sheets (compulsory for national external moderation)Clarifications of unit standardsAnnotated exemplarsEvidence collection sheets for Literacy unit standards (including observation sheets for 26625) - optional
15Evidence collection and recording requirements Evidence may be collected by someone other than the Literacy/Numeracy standard assessor.Ensure information about the situation and context from which the evidence is generated (EN2), and the date it was generated on (EN3) is recorded.The authenticity of the learner evidence must be attested to.Learner evidence (such as oral responses or practical performance) may need to be recorded (e.g. in writing or on video). Ensure this process has appropriate rigour.
16Special assessment conditions Ensure evidence generated under special assessmentconditions is valid:Ensure any special assessment conditions do not compromise the valid assessment of the standard title, purpose and outcome statements.Standard (reading) - reader assistance is not acceptable.Standard (writing) – any writer assistance (including technological) must ensure the learner has independent control of the writing process.
17Assessment of the portfolio of learner evidence Look at the portfolio as a whole, and ascertain whether ornot:the learner has achieved the standard title, purpose and outcome statementthe portfolio as a whole is sitting at or above the appropriate step on the adult learning progressions.Then check to ensure the requirements of the standard(explanatory notes, outcome statement, rangerequirements, evidence requirements) are met.
18National external moderation Evidence and documentation required for moderation is the same as that required to make the assessment decision.Ensure documentation reflects that evidence was naturally occurring and generated over time.
19Submission for national external moderation Please:use current NZQA moderation cover sheets for each standard, anduse NZQA standard-specific Assessed Work cover sheets for each learner’s evidenceSubmissions must include:learner evidenceinformation that supports and contextualises the learner evidence, and reflects standard requirementsassessor sign-off that the learner evidence, combined with the contextualising information, meets (or does not meet) the requirements of the standardacceptable/correct answers where activities are derived from a higher level of mathematics.
20Considerations when in the planning stage What are the underpinning requirements of the standards?Where is evidence already generated?Do further opportunities to generate evidence need to be incorporated into the course/programme?Are adequate literacy and numeracy teaching support and learning opportunities incorporated into the course/ programme?How will learners be identified?
21Considerations continued How can learners’ progress be tracked?How will learners’ portfolios of evidence be managed?Who will collect evidence?Who will assess the learner portfolios against the standards?Who will oversee the whole process?
22Further information and assistance For further information, go toFor assistance,