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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.
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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