National Assessments in mathematics at Levels A to F comprise two units. The units will be selected automatically from the assessment bank. Schools will only be required to choose the level of assessment needed. Units from different assessment packages should not be mixed.

Both units of the assessment should be administered within a relatively short time, say 1-2 weeks.

Features of National Assessments in mathematics are listed below.

• An assessment comprises two units and reflects the breadth of the 5-14 curriculum.
   
• Each unit covers all four mathematics outcomes.
   
• Each unit contains a number of mental questions.
   
• Mental questions are read by the teacher and are timed. Pupils must write down their answers to these questions without doing any written working.
   
• A calculator must not be used for any unit at Levels A, B, C, D and E.
   
• At Level F pupils are allowed to use calculators, as appropriate, except for the mental questions.
   
• Assessment items continue to be written in context, although most of the mental and some written items may be out of context.
   
• The total number of marks in each unit is 20 for Level A, 25 for Levels B and C, and 30 for Levels D, E, and 36 for Level F.

The number of tasks per outcome in each of the units is shown below

The curriculum guidelines require pupils to achieve competence in methods of computation both with and without the use of a calculator. National Assessments put an emphasis on number work without using a calculator, including mental calculation, and calculators will not be used for any unit except at Level F. However, a pupil with a specific learning difficulty and for whom an Individualised Educational Programme has been drawn up, may be allowed to use a calculator in any of the assessments at any level if this:

• reflects the support normally given in class, and
• allows them to demonstrate their true level of attainment in mathematics.

This is in addition to other support provided (eg. a reader or scribe). Where a pupil has been allowed to use a calculator in any of the papers at Levels A to E, this should be noted in the pupil’s attainment record.

• Familiarise yourself thoroughly with all aspects of the assessment: resources required, the Teacher’s Guide downloaded with the assessments, and procedures for answering (see ‘Using the assessments with pupils’ below). The two units within an assessment may be tackled in either order. The mental questions relating to a unit should be completed before the written part of that unit.
   
• Make sure that all the assessment units are complete.
   
• Assemble all the resources required, including a supply of pencils/pens, rubbers and rulers (if required).
   
• Calculators should not be used at any level, except where permitted at Level F.
   
• Make sure that the furniture in the classroom is arranged to give every pupil in the group the best chance to work individually without feeling stressed or crowded. Otherwise everything in the room should be as normal as possible, including any number tables or mathematical aids usually displayed on the walls.

Mental questions

Follow the detailed guidance given in the appropriate Teacher’s Guide. As this is a timed test, you will need a watch with a second hand. It is important that pupils understand that they will lose marks if they write any working on their answer sheet.

The questions in the mental section should be read exactly as printed in the Teacher’s Guide. Questions should not be reworded or explained further. Each question is read through twice. This section should take no more than 1-2 minutes to administer. The time allowed for pupils to record their answers to questions which are read to them is 10 seconds. This applies to all units.

It is anticipated that pupils will have prior experience of this type of timed test before undertaking a National Assessment.

Written questions

Distribute the assessment unit to the pupils and ask them to write their names and the date on the front cover.

• Introduce the assessment unit and explain to the pupils what they have to do.
   
• If you think that a particular method of answering is likely to be unfamiliar to your pupils, illustrate this method of answering by doing an example of your own on the blackboard. (Be careful not to select an example which gives away the answer to a question in the unit.)
   
• If necessary, clarify procedures, but the text of questions should not be reworded or expanded.
   
• Do not give any assistance in answering questions.
   
• If pupils are experiencing difficulty with a particular question, reassure them, and tell them to go on to the next question.
   
• When pupils reach the end of a booklet, encourage them to check their answers and to complete any partially answered or unanswered questions.

No absolute time limit is set and pupils should be allowed to work through the units at their own pace. It is anticipated that at Levels A to C pupils should be able to complete an assessment unit within 30-40 minutes. At Levels D to F about 40-50 minutes should be sufficient. If a pupil has clearly done all s/he can, stop her/him at your discretion.

It is important that a pupil’s ability to cope with the language demands of the assessment units does not interfere with her/his ability to carry out the mathematical problems set. While it is not anticipated that pupils will have difficulty in reading the written questions in National Assessments, teachers may, at their discretion, read individual questions to pupils to facilitate understanding.

Follow the marking key closely.

• Award only whole marks. There are no half marks. Each question may only be marked 0 or 1 (occasionally there are 2 marks at Level F).

Mental section

• Pupils should be penalised for evidence of any working on the test unit. If a pupil wishes to change an answer this should be scored out and not erased.

Written section

• If the method of answering is wrong (eg. writing instead of underlining, or putting a word instead of a figure), give credit if the content of the answer is correct.
   
• If a pupil has changed an answer, give credit if the final intention is clear and the answer is correct.
   
• If a pupil has marked or otherwise indicated more than one response where only one was required, then no credit should be given. Questions requiring more than one response should receive credit only when all responses are correct, or as specified in the Marking Key.

In general terms, pupils will need to answer two-thirds or more of the questions correctly in each unit to show that they are secure at the level. The threshold for each unit at the different levels is given in the following table. The threshold score for Level F will be given in the marking key.

However, these threshold scores should not be applied mechanistically.

The following guidance should be followed.

• Pupils who answer two-thirds or more of the questions correctly in each unit.
  Such pupils have clearly demonstrated that they are secure at the level.
   
• Pupils who answer around two-thirds of the questions correctly in each unit.
  It is possible that a pupil may be one or even two marks short of the threshold for one of the units. If the teacher has sound evidence from classwork that the pupil has been working consistently at the level then this score can be taken as confirmation that the pupil is secure at the level. If the evidence from classwork is not entirely sound, the teacher may decide to re-assess the pupil (see below). If a pupil is one or two marks short of the threshold in both units then the teacher will probably want to use an additional unit even if there is sound evidence from classwork that the pupil has been working consistently at the level. See below for use of additional units.
   
• Pupils who do not meet the minimum requirement set out above.
  Such pupils are not working confidently and consistently at the level. Some may require only a little more time and support to be considered secure at the level. However, those who answered fewer than half the questions correctly will require more teaching and development of their skills before they attempt another National Assessment.

When a pupil’s performance in the National Assessments does not provide conclusive evidence that the pupil is working securely at the expected level (see above), then the teacher may decide to use an additional assessment. This re-assessment should only take place once difficulties have been identified and addressed. Within the National Assessment bank there is a facility for requesting a single additional assessment unit. If the pupil reaches the minimum requirement in the additional assessment, this will be taken as evidence that the pupil is secure at the level.

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What are the mathematics assessments like?

Examples of mathematics assessments are provided.

• Example of Level A.
  • Level A in Word
  • Level A in PDF

• Example of Level B.
  • Level B in Word
  • Level B in PDF

• Example of Level C.
  • Level C in Word
  • Level C in PDF

• Example of Level D.
  • Level D in Word
  • Level D in PDF

• Example of Level E.
  • Level E in Word
  • Level E in PDF

• Example of Level F.
  • Level F in Word
  • Level F in PDF