The ACER Longitudinal Literacy and Numeracy Study is set within the conceptual framework of developmental assessment. This paper describes work done on the development of a numeracy scale, and demonstrates how the progressive achievement of the LLANS cohort of students can be reported on that scale and subscales.
Stephanou, A., Meiers, M., & Forster, M. (2000). Constructing Scales for Reporting Growth in Numeracy : The ACER Longitudinal Literacy and Numeracy Study. https://research.acer.edu.au/monitoring_learning/7