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Introducing the Mathematics Online Interview
www.education.vic.gov.au/studentlearning/teachingr
esources/maths/assessment.htm
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Background

• The Early Numeracy Research Project (ENRP) was
  commissioned by the Department of Education,
  Employment and Training 1999 2001.
• An aim of the ENRP was to challenge teachers to
  explore their beliefs and understandings about
  how children develop their understanding of
  mathematics
• A need was identified for a comprehensive
  assessment tool for early numeracy.
• The Interview was established on the research
  framework of significant mathematical points of
  growth.

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What is the Interview?

• One-on-one interview away from
• the regular classroom
• Mainly hands-on tasks
  incorporating concrete materials
• Focus is on mental computation
• Responses focus on strategies that the students
  use not only the correct answer
• 61 questions and sub-questions
• Questions ranging from Level 1 4 (VELS)
• Should take 30 - 40 minutes

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Areas assessed by the Interview

• Counting
• Place value
• Strategies for addition subtraction
• Strategies for multiplication division
• Time
• Length
• Mass
• Properties of shape
• Visualisation

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Example questions from the Interview

• This
• question is
• part of the
• Detour
• designed
• for students
• in their first
• year of
• school.

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Example questions from the Interview

• This question
• (from the
• addition
• subtraction
• section) focuses
• on strategies
• used eg. using
• doubles, near
• doubles and fact
• families.

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Example questions from the Interview

• This question
• is a
• reasonably
• challenging
• question
• from
• the place
• value
• section.

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Example questions from the Interview
This question
This question requires advanced number skills.
This is a question demonstrating alignment to
the Level 4 Standard.
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Example questions from the Interview

• This question
• is one of the
• last questions
• in the
• Interview
• from the
• visualisation
• section.

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Why use the Interview?

• Assessment FOR learning
• Understand individual students needs
• Find out how students think and feel while
  doing Mathematical tasks
• Gain insight into student thought process in
  action
• Generate detailed profiles showing students
  achievement in relation to points of growth
• Track student growth over time
• Inform planning for focused teaching at the point
  of need

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• Enables students to showcase their
• skills and understandings due to
• individualised pathways through the
• Interview.

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Who is the Interview appropriate for?

• Powerful for all students in Levels 1 3 (Prep
  Year 4)
• The high ceiling provides scope for questions
  up to Level 4 in some areas
• Potential for use with at risk students in Year
  5 and beyond.

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The learner at the centre
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What hasnt changed? What has changed?
All questions remain the same Interview functions the same Interview looks the same Access via Edumail user name and password only Access through any computer with Internet access Data stored automatically in one central location Improved and added profiles, including dated achievement of growth points Capabilities to track cohorts across school Different sessions recorded Administration functions Mac PC compatible
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Important points

• Firstly, schools must assign a school
  administrator
• Check the schools internet browser functionality
  to ensure settings are set at a fast speed
• Must create classes first this is the first
  admin function listed
• Import function is to import interview records
  from the old CD-ROM program you can only do
  this once
• Remember to select the right session
• Read the School User Guide!
• www.eduweb.vic.gov.au/edulibrary/public/teachlearn
  /student/mathscontinuum/interviewuserguide.pdf

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Aligning the Interview with the Victorian
Essential Learning Standards

• Points of growth informed the development of the
  VELS Mathematics standards progression points
• Points of growth will support teachers to
  understand and implement the VELS
• Powerful links with the Mathematics Developmental
  Continuum indicators of progress and teaching
  strategies

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0.5 At 0.5, the work of a student progressing towards the Number standard at Level 1 demonstrates, for example association of number names with numerals and models of numbers (counting or subitising) use of drawn simple symbols in place of objects for example, B for boy ordering of objects and sets for example, largest to smallest placement of a variety of objects in order from first to third use of one-to-one correspondence and numbers 1 to 10 when counting Using the Mathematics Online Interview, when a student is successful on Task 1 First year of schooling detour Q II First year of schooling detour Q 111 (a), (b) First year of schooling detour Q 111 (e) this is indicative of a student having achieved part of this progression point.
1.0 At Level 1, students form small sets of objects from simple descriptions and make simple correspondences between those sets. They count the size of small sets using the numbers 0 to 20. They use one-to-one correspondence to identify when two sets are equal in size and when one set is larger than another. They form collections of sets of equal size. They use ordinal numbers to describe the position of elements in a set from first to tenth. They use materials to model addition and subtraction of subtraction by the aggregation (grouping together) and disaggregation (moving apart) of objects. They add and subtract by counting forward and backward using numbers from 0 to 20. Using the Mathematics Online Interview, when a student is successful on Task 1 First year of schooling detour Q I First year of schooling detour Q II (f) Task 2 (a) Task 2 (e) Task 8 (b) (c) Task 18 by counting all Task 19 by modelling all this is indicative of a student having achieved part of this Standard.
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Using the Interview results to plan your program

• Step 1
• It is important that interviewing is conducted
  by the classroom teacher for the students in
  their class.
• An important part of the interview is the
  relationship building between student and
  teacher, and the information that can be gathered
  by observation.

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Using the Interview results to plan your program

• Step 2
• Feel confident with the Interview data you have
  received.
• Ask Is there data that doesnt fit with your
  understanding/ perception of the students prior
  knowledge? If so, review the Interview results
  and consider what might have affected the
  students responses.

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Using the Interview results to plan your program

• Step 3
• Use the profiles to reveal the students highest
  point of growth achieved in each area.
• Use student profile or group profile to group
  students together who present with similar
  learning needs.

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Example group profile Number - Place value
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Using the Interview results to plan your program

• Step 4
• Determine the specific learning focus of the
  next mathematics session.
• Using the previous profile an example learning
  focus may be Visualising patterns in the
  Hundreds chart.

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Using the Interview results to plan your program

• Step 5
• Consider the context for the learning
  experiences and activities (games, materials,
  resources, calculators etc).
• The Mathematics Developmental Continuum can
  support this selection with some powerful
  examples of tasks and guidance on effective
  teaching strategies.

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Links with the Mathematics Developmental
Continuum P - 10
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Links with the Mathematics Developmental
Continuum P - 10

• In this Place Value example, the indicator of
  progress Using a hundreds chart for mental
  calculation offers advice on teaching strategies
  for developing visualising, as well as a variety
  of tasks for students with differing needs.
• These have been linked to tasks achieved on the
  Mathematics Interview that indicate appropriate
  prerequisite understanding.

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Links with the Mathematics Developmental
Continuum P - 10

• Activity 3 Missing numbers
• Once students can put a complete chart together,
  prepare a chart with some numbers missing. Cut
  the chart into 'jigsaw' pieces. You could use
  jigsaw pieces with only one number showing for
  the students to complete the missing numbers. For
  example what numbers are missing in the boxes
  shown? Always, students should describe how they
  obtain answers in terms of adding or
  subtracting10 (moving vertically) or 1 (moving
  horizontally).

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Building on what students already know and are
able to do
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Interview influencing classroom planning

• Types of tasks become part of classroom
  programming and learning experiences for students
• Strategies promoted in the Interview, for example
  near doubles will become powerful in the
  teaching environment
• Focus on mental computation rather than formal
  written equations as the only option
• Importance of articulating thinking this should
  be valued and shared often
• Use of materials to support students to develop
  visual images of their thinking from concrete
  to abstract over time

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Interview influencing professional learning for
teachers

• The Interview results can provide an opportunity
  to discuss efficient ways to move students
  forward best practice.
• For example Length how can we more effectively
  support students to move from using uniform
  units appropriately to quantify length to using
  formal units for estimating and measuring length,
  with accuracy?
• What knowledge do teachers need to plan effective
  learning experiences around this concept?

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Additional Resources

• School User Guide (PDF - 3.5Mb) - a comprehensive
  manual including detailed instructions of all new
  functionality.
• Mathematics Online Interview Booklet (PDF -
  937Kb) - details each question in the Interview,
  preparation, how to administer and links with
  research.
• Teaching strategies linked to the Mathematics
  Online Interview - 'I have done the Interview,
  now what ?' This resource links the Mathematics
  Developmental Continuum teaching strategies with
  appropriate tasks from the Interview.
• Mathematics Online Interview links with the
  Victorian Essential Learning Standards - advice
  for teachers to link the questions from the
  Mathematics Online Interview to the Victorian
  Essential Learning Standards for Mathematics,
  across the five dimensions.
• Mathematics Online Interview - Starting Points -
  When interviewing a student who has a current
  interview record, teachers should start at tasks
  which are suitable to the students developmental
  level based on their performance through the
  previous interviews.
• Mathematics Online Interview - Observation Notes
  - These documents will support teachers to target
  their observations whilst conducting the
  Interview. It will be particularly helpful for
  teachers using the Interview for the first time.