By Concerned Teacher
There seems to be a lack of content validity in the Mathematics National Diagnostic Test for Grade 2. More than once, pupils are being tested on subtracting a two-digit number from another two-digit number with regrouping.
For example, the 2022 Mathematics National Diagnostic Test- Section One-Number Sense, Question 1(d) has 80 minus 42(vertical). However, the Grade 2 Learning Standards states: “Use a variety of strategies and tools to subtract a one-digit number from a two-digit number without and with regrouping.” (See MT.2.NS.OS.3.)
Hence, this does NOT include subtracting a two-digit number from another two-digit number with regrouping. The same may be said of adding two, two-digit numbers with regrouping.
Also, for time, the standard states: “Tell and write the time on the hour and half hour using words and numerals.” (See MT.2.M.UT.1.) Yet, Section 3 – Measurement, question 9, of the aforementioned Diagnostic Test, has a task involving quarter past the hour-quarter past 5.
Are those who construct the Mathematics National Diagnostic Test fully familiar with the Grade 2 Mathematics Learning Standards?
Do they consult the Learning Standards when constructing the test? It is unfair for children to be tested on concepts that have not yet been taught, concepts that are in the Standards for higher grades.
So, the Ministry of Education should look into this matter to avoid some continual lack of content validity in future Mathematics National Diagnostics Test.
The views expressed herein are those of the writer and do not necessarily represent the opinions or editorial position of iWitness News. Opinion pieces can be submitted to [email protected].
Jacqueline.Glasgow Browne,where are you?Your help is needed.
I don’t know what is going on in SVG. I just read some Facebook comments on this article and they’re saying that the Curriculum contained what was tested on- two-digit with two-digit numbers with regrouping in subtraction; also quarter past the hour. Since I got the Standards couple years ago, I NEVER received a Curriculum along with it. It seems as though some schools got the Curriculum and others didn’t. Maybe our school is behind God’s back – and the school of the Concerned Teacher (writer) too. Hmmm.
Why couldn’t both the Curriculum and the Standards be fully harmonious? Stewps!
At a workshop, I remember requesting from a prominent teacher of an urban school, to give me information about her school’s Reading Program, to assist children in my school. Her answer was that they’re not sharing their Reading Program with other schools. How selfish! So this may explain why some schools may have Curriculums along with the Standards, but others don’t. Are we really the “home of the blessed”? Hahaha!
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