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Knowing the learner

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Last updated 26 October 2012 15:28 by NZTecAdmin

General guidelines for using the diagnostic activities

  • The aim of these diagnostic activities is to give a general picture about a learner’s capability to understand and critically reflect on measurement problems they may be presented with in their daily lives.
  • The diagnostic activities relate specifically to the Measurement progression. There are strong links, however, between all of the progressions and information from the diagnostic activity and questions may help you determine the next teaching and learning steps for a learner on all of the progressions.
  • If the learner is finding the questions too difficult, it is not necessary to ask all questions.
  • The diagnostic questions relate to authentic data. Ensure learners understand all language used.

At this stage there has been no development of diagnostic assessment items for the Shapes and Transformations progression and the Location progression. The reasons for this include:

  • The skills and concepts contained in these progressions are less frequently taught in adult learning classes than the other progressions.
  • The concepts of skills associated with these progressions are difficult to assess in a short time period. It is also believed that the Measurement progression will give sufficient information to the tutor to assess many of the learning needs of learners.

Measurement diagnostic activities

Two activities are presented to assess the learner’s sense of measurement and measuring skills in relation to the Measurement progression.

The diagnostic questions for the Measurement progression start at the 4th step, as we believe the majority of learners will be at this step or at least able to attempt the questions at this step. If the learner is unsuccessful at the 4th step, they should be rated at the previous step, which bridges the 2nd and 3rd steps.




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