Literacy and numeracy assessment (LNAT) tool numeracy progress for targeted Wintec learners in 2019

Abstract or Summary

The main aim of this report is to track numeracy gains achieved by targeted 2019 students at Waikato Institute of Technology (Wintec). Tracking is required by the Wintec LN Policy (Revised, 2018) to ensure we meet Tertiary Education Commission (TEC) funding requirements. We generated a composite data set, applying the multi-year testing requirement referred to by the Tertiary Education Commission (TEC, 2012, 2017a, b) as the sequence concept. To compare initial and progress numeracy assessment scores, we manually set up a multivariate layout. We report on learners’ step-based progress to exemption levels for numeracy. Of the targeted numeracy cohort (N=486), 40.5% of learners (n=197) progressed to exemption level (step 5 or higher). We used cross-tabulations to report on numeracy progress by ethnicity, school/centre of study at the institute and enrolment type. To establish whether learners achieved statistically significant gain in numeracy, we used a matched-pairs t-test to compare initial and progress scale scores for the full cohort. To complete the picture, we replicated TEC’s (2012) algorithm for calculating gain to illustrate that these results under-reported learners’ numeracy progress. Our findings showed that the full cohort achieved numeracy levels at or above the Tertiary Education Commission’s (TEC’s) targets (TEC, 2015). We replicated past reports (Greyling, 2017; Greyling & Ahmad, 2019) showing that the TEC’s LNAT algorithm under-reported progress. Instead, we argued, cross-tabulations of initial and progress step scores provided a far more positive account of students’ numeracy progress. Our findings also showed that Pasifika learners performed at levels significantly below those of other ethnicities. Waikato Trades Academy (WTA) students performed at a level significantly lower than other groups. We concluded that current LN practices continued to yield consistent and positive results. Outcomes could be improved by pursuing a more joined-up system of teaching, learning and support as suggested in the report on the 2018 cohort’s numeracy progress (Greyling & Ahmad, 2019). Specific attention has to be paid to • Pasifika ways of being, doing and learning to improve outcomes for them in context and in collaboration with tutors responsible for them. • Waikato Trades Academy (WTA) who have performed at levels significantly below other enrolment types, with the LN team collaborating with the WTA team to improve outcomes.