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Post by Judy on Jan 11, 2021 20:15:30 GMT
In an ideal world what accommodations would you like to see for dyscalculic learners in their exams? Is extra time useful or would a calculator be better?
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Post by Katherine Bishop on Jan 14, 2021 0:25:37 GMT
I think that in an ideal world it would be good to offer extra time as well as calculator options. If exams are structured so as to test for understanding of concepts then giving dyscalculic learners those avenues to demonstrate more easily and less stressfully what they do know, then this is fair and reasonable.
This raises the question as to whether a quiz, test or exam is testing effectively as well. Ideally, we should be creating tests with this in mind - what skills are we asking students to demonstrate and is the format or question a fair test of this?
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annag
New Member
Hi everyone
Posts: 4
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Post by annag on Jan 14, 2021 19:30:19 GMT
For younger learners taking KS2 SATS extra time may or may not be beneficial, but wouldn't it be nice for them to be able to use manipulatives if needed?
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Jenny
Junior Member
Posts: 50
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Post by Jenny on Jan 15, 2021 9:52:12 GMT
I was also going to say that I think they should be able to use manipulatives in SATs.
As an aside, I think that all KS1 students should be able to use manipulatives in SATs. This should mean that teachers actively encourage KS1 students to use manipulatives when they need to, instead of removing them too quickly or not even starting with them because they believe their goal is to teach students to manage without in SATs.
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Post by Jacqui F on Jan 15, 2021 11:43:42 GMT
I think it is such a shame that maths exams seem to be so wordy these days and are more about problem-solving, rather than manipulating numbers. They often seem to be more like an English exam, rather than a maths exam.
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Post by Jacqui F on Jan 15, 2021 11:44:51 GMT
I think it is such a shame that maths exams seem to be so wordy these days and are more about problem-solving, rather than manipulating numbers. They often seem to be more like an English exam, rather than a maths exam.
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Post by Judy on Jan 15, 2021 16:27:57 GMT
Thank you for all your comments, if only we could have some influence over the powers that be! I agree with you about manipulatives in exams- surely we should be testing their understanding not their recall of facts and procedures.
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Linda
New Member
Posts: 21
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Post by Linda on Jan 15, 2021 16:30:28 GMT
When I worked at the FE college last year, one dyscalculic learner asked me "If we all have different learning styles/methods, why are we being tested in the same way?"
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Post by Judy on Jan 15, 2021 16:32:02 GMT
Excellent point!
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sami
New Member
Posts: 14
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Post by sami on Jan 17, 2021 11:41:37 GMT
I think that extra time can definitely reduce the stress on exam students but only if they are supported in how to use it well. Both of my daughters are eligible for extra time and rest breaks. The older is now very grateful for it as she is in year 10 and appreciates how slowing down, managing the time and taking time to review her answers is useful. The younger one at 12 finds it very frustrating since she just wants to get through assessments as quickly as possible and finds it humiliating to have her friends see her stay behind and to then be questioned as to why. I think all children, but especially those with learning challenges would really benefit from support with understanding their own learning styles and needs, being given the tools to manage stress and taught to cope with exam pressure. As an adult I am still very aware how poorly I perform in test conditions as opposed to when I have more control over an assessment situation. Maybe the current pandemic might lead to a review of the need to put children through the pressure of exams in the long term - but I doubt it...
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