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|Longitudinal Study:||LSAC||Title:||Discrepancies between standardised testing and teacher judgements in an Australian primary school context||Authors:||Carmichael, Colin||Publication Date:||Oct-2015||Pages:||62-75||Keywords:||Teacher bias
Primary school mathematics
|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.||URL:||https://eric.ed.gov/?id=EJ1078419||ISBN:||ISSN: ISSN-1442-3901||Keywords:||Child Development; Education and Training -- Primary; Children -- Outcomes; Education and Training -- Literacy and numeracy||Research collection:||Journal Articles|
|Appears in Collections:||Journal Articles|
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checked on Mar 21, 2023
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