Running Literacy and Numeracy Tests: A Lecturer’s Step-by-Step

This guide explains how to run Literacy and Numeracy testing for Level 1, 2, and Youth Guarantee Level 3 students, including practical tips to ensure all students complete their assessments. 

Who Needs Testing 

• All MIT students at Level 1 and 2. 
• Youth Guarantee students at Level 3. 
• Students complete pre- and post-assessments. 
• Pre-assessment: within the first three weeks. 
• Post-assessment: between mid-point and end of programme. 
• TEC targets: 95% pre-assessment completion, 90% post-assessment completion. 

Before Your Course Starts 

1. Check if your programme includes Youth Guarantee students. If unsure, contact your HoS/Academic Lead or email literacy_numeracy@manukau.ac.nz. 
2. Confirm who is responsible for testing in your class. Only one lecturer needs to run the test per programme, though you may follow up with students. 
3. Email the Academic Centre before Week 2 with: 
   • Course code & occurrence 
   • Programme occurrence 
   • Start and end dates 
   • Whether you’re testing the whole class or just YG students 
   • Request access to the LNAAT tool 
4. If this is your first time or you want a refresher, request a workshop via email. 
5. Update your course outline and Canvas course to include L&N testing. Use the MIT Canvas Standards Template for a ready-made page. Publish it before testing begins. 

Week 2 – Getting Ready 

• You will receive access codes for students. Print and prepare these. 
• Arrange a computer room or instruct students to bring a device (phones are not suitable). 
• Reserve sufficient time (~1 hour) in your lesson plan. 
• Tip: Start with numeracy if students are likely to find it harder. 
• Encourage students positively: explain how the test helps you support their learning. 

Key reminders

• Do not tell students they are “going to do a test tomorrow” – it can reduce attendance. 
• Students can do a practice test first. 
• Tests are adaptive: wrong answers lead to easier questions; correct answers get harder. 
• No pass/fail – it measures ability. 

During Testing 

• Walk around and support students logging in or entering codes. 
• Monitor students to ensure they are completing the test. 
• Ensure students press submit at the end – otherwise attempts won’t register. 

Week 3/4 – Following Up 

• Chase up any students who haven’t completed their tests.
• Coordinate with other lecturers to avoid duplicates and ensure everyone is tested. 
• If students have withdrawn or are absent, notify the Academic Centre.  

Week 4/5 – Post-Testing 

• Students take a post-test to show progress. 
• Use the same process as pre-testing. 
• Four weeks before the end of the programme, you’ll receive access codes for the post-test. 
• Post-testing ensures data on learning improvement and supports planning for future cohorts. 

Responding to Results 

Use the results to adjust your teaching and support: 

Literacy strategies: 

• Use consistent language in class and materials. 
• Link synonyms and ideas explicitly. 
• Show students how to use a thesaurus. 
• Include Learning Progression activities (e.g., Identifying Main Ideas). 

Numeracy strategies: 

• Teach proportional reasoning for percentages and multiplication. 
• Include visual aids for decimals. 
• Use tables/boxes for rate or scaling problems. 
• Encourage checking answers and estimation strategies.