Discrepancies between standardised testing and teacher judgements in an Australian primary school context

Article

Carmichael, Colin. 2015. "Discrepancies between standardised testing and teacher judgements in an Australian primary school context." Mathematics Teacher Education and Development. 17 (1), pp. 62-75.
Article Title

Discrepancies between standardised testing and teacher judgements in an Australian primary school context

ERA Journal ID20499
Article CategoryArticle
Authors
AuthorCarmichael, Colin
Journal TitleMathematics Teacher Education and Development
Journal Citation17 (1), pp. 62-75
Number of Pages14
Year2015
Place of PublicationAustralia
ISSN1442-3901
Web Address (URL)http://www.merga.net.au/node/42
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.

Keywordsassessment, NAPLAN, primary school mathematics, teacher bias
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

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Byline AffiliationsOpen Access College
Institution of OriginUniversity of Southern Queensland
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