Using number
Tasks may relate to unfamiliar situations, where the relevant facts and their importance need to be clarified, or to more familiar situations where an analytical approach is needed.
The candidates can carry out the calculations mentally or in writing, using a calculator or another electronic device, eg a computer. The candidates can give exact or approximate answers as appropriate. Candidates should be encouraged to check their answers, although evidence of this checking is not
required. The numerical tasks must involve a number of steps and the order in which these steps must be carried out should not be obvious. It is assumed that the candidates will be able to add, subtract, multiply, and divide and to work with fractions, percentages, and ratios as appropriate but evidence of all
of these is not required. Candidates must carry out a number of sustained calculations or at least one specialised calculation, eg involving a scientific formula.
Use graphical format to find out information
It is assumed that the candidates will be familiar with common types of tables, graphs, charts, and diagrams in everyday use but evidence of each of these is not required. The candidates must interpret information that has been presented either as a number of related straightforward forms or in one
complex form. Interpreting information must go beyond simply extracting information and should include, where appropriate, interpolation and extrapolation.
Use graphical format to communicate information
When communicating information, the candidates must decide on the appropriate graphical form to be used.
It may be appropriate for you to gather written evidence produced by the candidates while carrying out the practical tasks. However, written evidence is not essential for this Unit and is inappropriate if it disadvantages the candidates.
You may wish instead to observe the candidates carrying out a task and use oral questioning. This requires you to create and complete a record of questions asked and candidate responses.
From the candidate’s point of view, it is useful to have the means of keeping all the work of this Unit together. You can help here by creating and providing a workbook that includes all the evidence-gathering items. An alternative would be to provide worksheets that can be made into a portfolio or e
portfolio.
If you have chosen to integrate the numeracy work with other Units being undertaken by the candidates, it may be possible to assess the numeracy as part of a larger single activity. In this case you must keep separate records for this Unit.
You should try to identify naturally occurring opportunities for assessment where possible. Some of the exemplars in this pack could be used or contextualised for this purpose.
The assessment process is likely to involve one or more of the following:
When assessing by observation, you must keep a detailed checklist. Similarly, if you use oral questioning, you must keep a record of both the questions and the candidate responses. All evidence, whether produced by the candidate or a record made by yourself, must be retained, signed, and dated by you.
Planning
You should work out where opportunities for meeting the Unit standards are likely to arise. Where possible, these should be built into the assessment process.
You should explain and discuss this assessment process with the candidates so that they are clear about what is expected of them.