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https://hdl.handle.net/10620/18080
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 NAPLAN Assessment 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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