Waddington Diagnostic Mathematics Module Tests 31-48 eBook




Waddington Diagnostic Mathematics Module Tests 31-48 eBook

Waddington Diagnostic Mathematics Tests - eBooks

This eBook has the answers included at the back of the book.

eBook editions now available. Although having similar content to past editions, there have been many minor updates and the Introduction has been re-written. All 1:1 scaled images have been improved so that measuring tasks will be accurate to the millimetre. Answer ebooks now have coloured answers to make marking easier.

The Waddington Diagnostic Mathematics Module Tests are primarily criterion-referenced based, as opposed to norm-referenced. Our Diagnostic Standard and Advanced Reading and Spelling Tests 1 & 2 are norm-referenced tests. As the math tests are criterion-referenced, it means that they relate closely to an efficient mathematical curriculum outline of essential skills and understandings. In short, they follow an extensive and reliable mathematical scope and sequence. There is no strict time limit for each test, however, there is a set range of tests for particular age/year levels. Being criterion-referenced, also means that essentially, students should be able to achieve a high degree of success with the tests assigned to their particular age/year level. Teachers may also need to read out the questions to students (without guiding them in how to answer). In particular, junior primary teachers may need to gauge the reading competency of their group and decide whether to have all the students complete the sections as they are read out.

Complex concepts are supported by lower order concepts in earlier tests. For example, children who have trouble telling the time need to understand foundation concepts such as recognising numerals, understanding quantity and order, counting by ones, fives and tens, event sequencing, even understanding exactly what half and quarter actually mean. All these essential foundation skills are covered before clock-face time is introduced. This is how all the tests have been designed to work and that is why they remain as popular as ever. Given these tests can be efficiently used on a group or one-to-one basis, they will quickly highlight student strengths and weaknesses.


In the field, a year 3 student given test 9, at the start of their school year, should achieve highly (e.g. 90-100%). Furthermore, given the math tests follow a detailed and essential scope and sequence, no 'average' score below a high mark of achievement for any one test is acceptable. Hence the guide given below already establishes the 'average' tests for each age/year level. Therefore, if a year 3 student can not achieve a high success rate with test 9, yet obtains a high success rate with test 7, you can assume that the student has achieved beginning year 2 concepts and is operating approximately a year behind, that being middle year 2.

The maximum raw score is based on the total number of question sections. In the case of Test 16, there are 19 question sections but a total of 71 examples. There may be two or more problem examples for each question section. It is up to individual teachers to decide how they score the tests. It is also important for teachers to make informed judgements about a student's understanding of particular concepts as well as their degree of applied skill. This may not always be apparent on face value and may necessitate the teacher running brief student conferencing or allowing students time to revisit test items (particularly if they have overlooked items or failed to comprehend the direct meaning of a task in the first instant). It is recommended that a mark be given for a question section where more than half of the examples are answered correctly and/or demonstrate understanding by the student. Therefore, question section 1 has 15 response examples. If the student answers 8 correctly, the teacher may give half a mark for question section 1. If the student answers 13 correctly, the teacher may give a full mark for that section. Once all the marks are added up, a student may score 17 out of 19 for Test 16. This approximate 90% success rate quickly demonstrates the time is right for the student to move onto harder skill learning phases and/or the next test. A score of less than 17 means failed test sections would need to be revisited with appropriate learning opportunities. Unlike norm-referenced tests, students should be given their marked tests back so they can see evidence of their successes and failures. If the tests go in a school-home assessment/communication folder/book, then parents also become valuable participants in their child's learning process.


For example, all Year 2 students could be given Test 6
at the start of a school year, Year 3 students would be
given Test 9 at the start of their school year and so on.

Rec/Pre      5             1 - 3                     73
Year 1         6             4 - 6                     56
Year 2         7             7 - 9                     54
Year 3         8            10-13                    72
Year 4         9            14-17                    80
Year 5        10           18-21                    83
Year 6        11           22-25                    69
Year 7        12           26-29                    74
Year 8        13           30-33                   113
Year 9        14           34-38                   139
Year 10      15           39-43                   152
Year 11      16           44-48                   147

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