Getenet, Seyum 
ORCID: https://orcid.org/0000-0001-8338-4326 and Fanshawe, Melissa ORCID: https://orcid.org/0000-0001-7399-7663
(2018)
The practice of using NAPLAN numeracy test results: a review of the literature.
In: 41st Annual Conference of the Mathematics Education Research Group of Australasia: Making Waves, Opening Spaces (MERGA41), 1-5 July 2018, Auckland, New Zealand.
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Abstract
Considered by many as a source of valuable data and a potential to improve mathematics education, a significant amount of studies have been conducted on The National Assessment Program – Literacy and Numeracy (NAPLAN) test results. This study is a systematic literature review of 86 peer-reviewed journal articles published between 2008 and 2017 to investigate how NAPLAN numeracy test results were used in those studies. Findings showed NAPLAN results were used primarily to map student progress and identify strengths and weaknesses in teaching
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Statistics for this ePrint Item |
| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Published version deposited in accordance with the copyright policy of the publisher. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 Jul 2013 - 30 Jun 2019) |
| Date Deposited: | 03 Apr 2019 00:01 |
| Last Modified: | 30 Jun 2021 01:59 |
| Uncontrolled Keywords: | National Assessment Program – Literacy and Numeracy; NAPLAN |
| Fields of Research (2008): | 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/34725 |
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