Literacy and Maths Assessments

Literacy & Mathematics Assessments

 

Underpinned by the Science of Learning • Aligned to Aotearoa New Zealand Curriculum (2025) • Designed for meaningful intervention

 

Our IDEAL Specialist Assessment Package provides a deep, diagnostic understanding of a student’s literacy and foundational mathematics knowledge. These assessments identify the underlying causes of learning challenges and directly inform targeted one-to-one tutoring through our I do → We do → You do model of instruction.

 

Each assessment results in a comprehensive, easy-to-read report outlining strengths, needs, and recommended next steps that support teachers, parents, schools, and whānau.

 

1. IDEAL Specialist Literacy Assessment

 

Grounded in structured literacy, the science of reading, and cognitive load theory

 

Assessment Components:

1. Phonological Awareness

[li] Rhyme, syllables, onset–rime, phoneme isolation[/li]

 

[li]Segmentation, blending, and complex manipulation[/li]

  

2. Alphabetic Principle & Letter–Sound Knowledge

 

Automatic recall of phonemes and graphemes

 

Digraphs, blends, and advanced code patterns

 

Heart words/irregular high-frequency words

 

3. Decoding & Encoding (Spelling)

 

VC/CVC/CCVC/CVCC word reading and spelling

 

Multi-syllable decoding

 

Affixes, base and root words

 

Nonsense word decoding to assess true application

 

4. Fluency

 

Timed and untimed reading of controlled text

 

Accuracy, rate, and prosody

 

5. Reading Comprehension

 

Literal, inferential, and evaluative questions

 

Vocabulary, syntax, and language understanding

 

6. Written Expression

 

Sentence construction

 

Spelling in context

 

Grammar, punctuation, idea development

 

 

(Aligned to the 2025 Curriculum • Number & Algebra Only)**

 

Rooted in the science of learning, explicit instruction, and mastery teaching

 

Assessment Components

A. Number

1. Number Knowledge

 

Assesses core foundations including:

 

Counting principles and number sequences

 

Subitising (perceptual and conceptual)

 

Number identification & ordering

 

Place value understanding (partitioning, renaming, bundling)

 

Knowledge of basic facts across operations

 

2. Number Strategies

 

Evaluates how students think about numbers, including:

 

Additive strategies (counting on/back, part–whole, doubles, near-doubles)

 

Multiplicative strategies (repeated groups, skip counting, arrays)

 

Division strategies (sharing and grouping)

 

Fraction thinking (halves, quarters, simple fraction concepts)

 

Ability to explain and justify strategies

 

3. Mathematical Fluency

 

Speed and accuracy with basic facts

 

Mental calculation

 

Automaticity before strategy introduction

 

Timed and untimed tasks to separate accuracy from processing speed

 

B. Algebra (Aligned with NZC 2025 Focus)

 

Assesses early and developing algebraic thinking, including:

 

1. Patterns & Relationships

 

Identifying, repeating, and growing patterns

 

Generalising rules

 

Making predictions using patterns

 

2. Expressions and Equations (age-appropriate)

 

Understanding unknowns/variables

 

Writing or representing simple equations

 

Balancing simple number sentences

 

Recognising relationships between operations

 

3. Assessment Methodology: Evidence-Based & Child-Centred

Underpinned by the Science of Learning

 

Our approach follows proven principles from cognitive science:

 

Explicit instruction

 

Minimising cognitive load

 

Spaced and repeated exposure

 

Retrieval and cumulative practice

 

Supporting working memory

 

Building long-term retention through structured sequencing

 

Instructional Framework: I Do → We Do → You Do

 

This gradual-release model ensures:

 

I Do: Clear modelling, guided examples, and scaffolded demonstrations

 

We Do: Shared practice with corrective feedback

 

You Do: Independent application for mastery

 

This consistency helps learners feel safe, supported, and successful—particularly those with dyslexia, ADHD, language needs, or gaps in foundational skills.