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2. Mathematics K–6 Support Document for Students with Special Education Needs
3. Assessment
4. Criteria for assessment

Criteria for assessment

Judgements about students’ knowledge, skills and understanding in relation to the selected syllabus outcomes are made using criteria for assessment. The indicators in the syllabus can assist teachers in planning criteria for assessment. Teachers may wish to develop their own indicators, or modify syllabus indicators.

For some students, the teacher might plan criteria to indicate that the student has achieved the exit goal for a particular phase of learning and is ready to progress to the next phase of learning. These criteria will indicate the level of performance that the student will be able to achieve at the end of the phase of learning. ¹

Examples

The criteria indicating that the student has achieved the exit goal for the acquisition phase, and is ready to progress to the fluency phase, would specify:

• the level of accuracy (eg 100 percent accuracy), and/or
• the frequency of occurrence of a response (eg correct for three consecutive repetitions).

The criteria indicating that the student has achieved the exit goal for the fluency phase of learning and is ready to progress to the maintenance and generalisation phases, would specify:

• the level of accuracy, and
• the duration (eg 100 percent accuracy for ‘7 times’ tables in 90 seconds) or
• the response time (eg reads the number on a flashcard correctly within 10 seconds of the flashcard being presented).