Page 1

Assessment booklet PL3 Teacher uses this booklet as a protocol, asking pupil questions and noting their answers.

S2

School ID

9999

Pupil ID

12

s

Stage

ite m

This booklet must be completed by the correct pupil as identified on the Allocation Sheet.

3

ra ct io n

Assessment no.

In te

Scottish Survey of Literacy and Numeracy

am

pl

e

Example of Level 3 (S2) interaction Do not allow the pupil to look through this booklet before attempting the tasks.

Ex

Before administering this assessment: • familiarise yourself with the tasks

This exemplar has two tasks; in the actual survey there are three tasks.

• check that the correct prompt cards are inside the booklet o Mental calculation o Chicken dinner • ensure the pupil has a pencil and paper for jottings • you will also need a watch or clock with a second hand

SSLN 2013 Numeracy

Example

PL3


Scottish Survey of Literacy and Numeracy Numeracy Instructions Before administering this assessment, please read the detailed guidance issued with the SSLN materials. Video exemplification of a sample of assessments can be viewed on the SSLN web area (ssln.org.uk). The SSLN coordinator for your school can provide access to this area.

ite m

s

The pupil/teacher interaction Put the pupil at ease and explain what you are going to do.

2.

Emphasise that is important that they do their best but if they do not understand something or cannot answer a particular question, not to worry but just to tell you.

3.

Follow the protocol closely, including any times specified.

4.

The pupil should not see the content of this booklet.

5.

Text in italics should not be read to the pupil.

6.

If the pupil does not understand what you are asking, you may rephrase instructions but the wording of the actual questions should not be changed.

7.

Space is provided to note pupil’s responses, where appropriate.

8.

The answer options given after each question are to allow you to classify the pupil’s responses. These options MUST NOT be read to the pupil.

9.

If the pupil becomes distressed at any point during the interview, do not continue.

Ex

am

pl

e

In te

ra ct io n

1.

SSLN 2013 Numeracy

Example

PL3


Task 1: MENTAL Question

Pupil response

The first thing I’m going to ask you to do is some mental calculations. There are four questions. I’ll read two out to you and the other two are written down. I want you to tell me the answer to each question without writing down working. Here’s the first question. I’ll read it out to you twice, then you can tell me your answer. Listen carefully.

s

[Read the question to the pupil twice, pausing for a few seconds between each reading. Then note down and code the pupil’s response.]

ite m

1. Subtract 199 (one hundred and ninety nine) from 2001 (two thousand and one).

Note pupil’s response: ________

ra ct io n

[] don’t know / no response [] 1802 [] other

If pupil’s answer is wrong, teacher makes a note of their actual answer – this is useful information

Now, here’s the second question. I’ll read it to you twice, then you can tell me your answer.

In te

2. A roll of string 85 metres long is cut into 100 equal pieces. How long is each piece?

[] [] [] []

don’t know / no response 0·85 metres 85 centimetres other

pl

e

Note pupil’s response: ________

am

The next two questions are written down. I’ll show them to you one at a time.

Ex

I’ll give you time to read the question then you work out the answer in your head and tell me what your answer is. [Hand pupil the mental calculation prompt card with side 1 showing.]

SSLN 2013 Numeracy

Example

PL3


Side 1

ite m

s

Mental calculation

Q3

ra ct io n

Paul has saved £299·50 in the bank. He saves £37·50 more.

In te

How much money has he saved now?

Side 2

Ex

am

pl

e

Mental calculation

Q4

20·34 x 1000 =

SSLN 2013 Numeracy

P21


Question

Pupil response

Here’s question three. [Read question to pupil.] [3. Paul has saved £299·50 in the bank. He saves £37·50 more. How much money has he saved now?]

[Allow pupil approximately 15 seconds to read question and work out answer mentally.] Can you tell me your answer now?

ite m

[] don’t know / no response [] £337 [] other

s

Note pupil’s response: ________

11189 / 11190

Now here’s the last mental question. [Turn prompt card over to side 2.]

ra ct io n

[4. 20·34 x 1000 = ]

[Allow pupil approximately 15 seconds to read question and work out answer mentally.] Can you tell me your answer now? Note pupil’s response: ________

[] [] [] []

In te

Correct and incorrect responses are recorded – this is useful information.

don’t know / no response 20340 2034 other

That’s good. Thank you. We’re now going to do a different type of task.

am

pl

e

I’m going to show you a card with some pictures and information. I’m then going to ask you some questions about the information on the card and I want you to tell me your answers.

Ex

For some questions I may ask you to tell me how you worked something out, or to explain an answer.

SSLN 2013 Numeracy

Example

PL3


CHICKEN DINNER Contamination in Raw Chickens

Free from bacteria- 34% Campylobacter only- 51%

ite m

s

Campylobacter and Salmonella- 11%

Cooking Chicken Safely Salmonella and campylobacter are destroyed by heat so it is very important to cook meats like chicken properly

Chicken should be cooked in a preheated oven at 180-190ºC for 45 minutes per kg plus 20 minutes

e

In te

ra ct io n

Salmonella only- ?

The meat should be steaming hot all the way through

Ex

am

pl

Salmonella and Campylobacter

When you cut into the meat, none of it should be pink

If juices flow out when you pierce the meat they should be clear

SSLN 2013 Numeracy

Example

Salmonella and campylobacter are bacteria that can cause food poisoning

If you eat food infected with salmonella the chances of being ill are 100%

PL3


Task 2: CHICKEN DINNER Question

Pupil response

[Show pupil prompt card, allow pupil time to read the information] There are bacteria present in uncooked chicken. These bacteria cause food poisoning if the chicken is not cooked properly. In a survey researchers sampled the bacteria present in 382 chickens purchased from supermarkets. The two bacteria tested for in this study were Salmonella and Campylobacter both of which can cause serious illness and even death in humans.

ite m

s

[Direct pupil to look at the pie chart, allow pupil time to read the information]

ra ct io n

1a. Look at the pie chart. What is the probability that a chicken bought will be free from bacteria? [] don’t know / no response Teacher records pupil’s [] 34 percent response by ticking one [] 51 percent of the options [] 11 percent [] other If ‘other’ please note response here:

e

In te

1b. What is the probability that a chicken is contaminated with Campylobacter? [] don’t know / no response [] 62 percent [] 51 percent [] 34 percent [] other If ‘other’ please note response here:

am

pl

2a. The researchers tested for two bacteria. Can you work out the percentage of chickens infected with salmonella only and not campylobacter? [Indicate “Salmonella only” on pie chart. Allow pupils to make jottings.]

Ex

Correct and incorrect responses are recorded – this is useful information.

[] [] [] [] []

don’t know / no response 4 percent 34 percent 62 percent other

If ‘other’ please note response here:

2b. Can you tell me how you worked that out? [] Teacher matches to the [] option that best [] describes pupil’s [] explanation.

don’t know / no response added 34 + 51 +11 and subtracted from 100 100 – 96 = 4 other

If ‘other’ please note response here:

SSLN 2013 Numeracy

Example

PL3


Question

Pupil response

3. If you eat a piece of undercooked chicken which has been infected by salmonella, what are the chances you will not become ill? [] [] [] []

don’t know / no response 0 percent/ none/ you will catch it 100% other

If ‘other’ please note response here:

ite m

s

Suppose Saieed is cooking a chicken and has forgotten the temperature it should be cooked at. He does remember that it is: 170ºC, 175ºC, 180ºC or 185ºC. You may jot down these temperatures. How many of these temperatures would be safe for cooking chicken?

ra ct io n

[Repeat 4 temperatures.] Record response____________________

In te

4a. If he picks one of these temperatures at random, what is the probability that it will be safe? [] don’t know / no response [] 50% or equivalent (e.g. 1 in 2) [] 25% or equivalent (e.g. 1 in 4) [] other If ‘other’ please note response here:

e

4b. Saieed decides to cook the chicken, but does not want to risk food poisoning. Remember Saieed knows it should be cooked at one of the four temperatures but is not sure which one. [Pause]

am

pl

What do you think would be the best thing to do in this situation? Explain your answer.

Ex

Teacher listens to pupil’s explanation then matches to the option that best describes their explanation.

[] don’t know / no response [] cook it at the highest temperature+ reasonable explanation based on safety [] cook it at the highest temperature+ inadequate explanation [] suggests waiting + checking/ searching for the correct information [] suggests waiting + inadequate explanation [] suggests guessing/ taking the chance [] other

If ‘other’ please note response here:

SSLN 2013 Numeracy

Example

PL3

SSLN Interaction Third Level  

SSLN Interaction Third Level

Read more
Read more
Similar to
Popular now
Just for you