Work

Discrepancies between Standardised Testing and Teacher Judgements in an Australian Primary School Context.

Year: 2015

Type: article

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.

Source: University of Southern Queensland ePrints (University of Southern Queensland)

Author: Colin Carmichael

Language: English

Topic: Student Assessment and Feedback

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: Australian Government, Department of Families, Housing, Community Services and Indigenous Affairs

OpenAlex ID: W2199778370

FWCI:

Cites: 34

Cited by: 1

Related to: 10