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Assessment 2: Evaluation and Discussion of Test Items Introduction This is an analysis of the 2016 Year 3 NAPLAN Numeracy test (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016), which will henceforth be referred to as the Year 3 NAPLAN test. This analysis will look to evaluate the accessibility and effectiveness of this content for all learners in a testing format. Section 1 The following section will detail how questions 6,8,10,14,18 and 19 from the 2016 Year 3 NAPLAN test were worked out. Question 6 was a multiplication question. This was worked out by subitising the 3 people in the 6 cars and identifying the math application required. The question was then viewed as 3 people, 6 times (in 6 cards), becoming 3 x 6 = 18. Question 8 was an addition question, worked out by grouping together the groups of 5s, 10s and then 20s to total the amount for each group, then using addition to conclude the total amount and answer was $100. Question 10 looked at identifying the middle number in a sequence of numbers. To work this out, it was subitised that the only corresponding answer could be 326, as it was both above 324 and below 342. Question 14 asked the students to convert the numeral values into their numerical counterparts. This was worked out by converting each numeral value into its number and then combining those numbers together using numeracy to get the total and answers as it is written of ‘4037km’. Question 18 asked students to identify which group of eggs were correctly displaying the sum. This was worked out by identifying the sum within the worded question as 24 divided by 3, getting the answer to that sum, being 8, and then subitising the groups of eggs to find the answer that had 8 piles. Question 19 asked students to identify which worded problem correctly corresponded with the number sentence in the question. When looking at the verb in the worded sum, it could be identified that the

correct answer was “Henry has 12 friends. He buys 6 apples for each friend. How many apples does he buy?”, as 6 apples for 12 friends can be converted into 12 x 6 = 72. Section 2 Question 14 of the Year 3 NAPLAN test correlates closest with ACMNA052 (ACARA, n.d.) as it asks students to display their knowledge of recognising, modelling, representing and ordering numbers in the thousands and up to at least 10,000 by the end of year 3. More specifically, it asks the students to reproduce numbers in words using their numerical representations, when asking them to choose how ‘four thousand and thirty-seven' is displayed in its numerical value as kilometres. As this test is given before the students' complete year 3, this question assists in showing their development with ACMNA052 and provide a gauge on how much the student has understood this content and therefore the test can place them in their relevant band between year 2 and year 3 maths skills. This problem is helping students display their ability to begin place value of numeracy by being able to read and write numbers from their numeral value into their numerical one (Reys, 2019, p. 231). Section 3 Regarding accessibility, a standardised test needs to be inclusive of all students who are taking it to best exhibit the academic ability of every student. The NAPLAN test results are used nationwide as a measure of mathematical attainment for specific year levels, if this data was to not accurately represent the students being taught, the results collected could lead to future curriculums being exclusive of those that learn differently, so this must be analyzed. The below will review questions 6, 8 and 19 of the 2016 Year 3 NAPLAN test and analyse how a diverse student group would engage with these questions from the angle of how these questions could be perceived as difficult due to accessibility. Question 6 of this NAPLAN test is displayed as a worded sum asking students to multiply 3 by 6. To a ‘typical’ student this question remains clear, but to a diverse learner who, for example, was ESL (English second language), there could be an issue with accessibility and how the question is structured, meaning the student may have trouble understanding what is being asked of them. As these students can have an underdeveloped Standard Australian English it then becomes a barrier to their ability to solve the

math equation, despite them having the comprehension of the mathematical content. Their NAPLAN results would therefore be a reflection of their limited English language skills but actually, be recorded as ‘limited’ or incorrect mathematical skills. The NAPLAN tests do, however, allow exemptions for students who are ESL and unable to understand the test without assistance (McGaw et al., 2020, p77), but this does then pose the question of whether the testing results are inclusive if these students are just exempt from the testing altogether. Question 8 looks at counting the money and totalling this to get the answer. The money is displayed in a picture as their note value for students to count and work out the total. In terms of accessibility, this question provides an example of how the NAPLAN could pose an issue for visually impaired students when using so many visual cues or aides for students to work out their questions. This, however, is an accessibility issue that has been considered, with differently-abled students able to access assistive technology to help them complete their test without compromising that student's ability to complete their test independently (McGaw et al., 2020, p77). These include text to speech technology, audio presentations, and the extra time and rest breaks where required. Question 19 reviews how a numerical sum would be displayed as a number sentence and asks students to choose the correct corresponding number sentence. This question, similar to question 6, relies on all students operating from a monolingual paradigm failing to recognise how multilingual learners differ from native English speakers (McGaw et al., 2020, p79). Section 4 For question 16, C) is the correct response. This question is a good example of how students could easily misread or place misconceptions of numeracy that could lead them to the wrong answer. Answer A) nay be selected if a student has not properly read the question and has just added the digits together, and option B) and D) may be selected if the student has incorrectly assumed the numbers are adding to themselves. These are examples of students having an emergent or incomplete understanding of place value (Reys, 2019, p. 235). To better develop their understanding of place value, students must have the opportunity to actively experience making quantities, and an underdeveloped understanding of this early on can be linked back to an inadequate understanding of place value and not enough practice with a variety of examples (Reys, 2019, p. 235).

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References Australian Curriculum, Assessment and Reporting Authority [ACARA] (2016). Year 3 Numeracy 2016. https://acaraweb.blob.core.windows.net/acaraweb/docs/default-source/ assessment-and- reporting-publications/e5-naplan-2016-final-test-numeracy-year-3.pdf? sfvrsn=2 Australian Curriculum, Assessment and Reporting Authority [ACARA] (n.d.). The Australian Curriculum: Mathematics (Version 8.3), Year 3, All curriculum elements. http:// www.australiancurriculum.edu.au/download/f10 McGaw, B., Louden, W. & Wyatt-Smith, C. (2020). NAPLAN Review Final Report: August 2020. 2020_NAPLAN_review_final_report copy.pdf Reys, R. E. (2019). Helping Children Learn Mathematics (3rd ed., p. 231). Wiley. http://ebookcentral.proquest.com/lib/curtin/reader.action?docID=5915856 #

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