Carmichael, Colin (2015) Discrepancies between standardised testing and teacher judgements in an Australian primary school context. Mathematics Teacher Education and Development, 17 (1). pp. 62-75. ISSN 1442-3901
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Abstract
This study compares the judgments that teachers make on their students' mathematics achievement with results taken from Australia's National Assessment Program: Literacy and Numeracy (NAPLAN). Using a sample of 2144 students, drawn from the Longitudinal Study of Australian Children (LSAC), the study develops two regression models: one with teacher ratings of achievement as the outcome variable, and the other with NAPLAN numeracy results as the outcome. A number of individual and environmental factors are then regressed onto these outcome variables, and the magnitudes of their effects are compared. The results indicate a consistency between teachers’ judgements and NAPLAN test results, except for students with special needs, where a significant discrepancy exists. Implications of these results are discussed.
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| Item Type: | Article (Commonwealth Reporting Category C) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Published version deposited in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Current - Open Access College (1 Jul 2013 -) |
| Faculty/School / Institute/Centre: | Current - Open Access College (1 Jul 2013 -) |
| Date Deposited: | 15 Dec 2015 01:55 |
| Last Modified: | 08 Aug 2016 00:47 |
| Uncontrolled Keywords: | assessment, NAPLAN, primary school mathematics, teacher bias |
| Fields of Research : | 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/28215 |
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