How teachers of Years 4–8 students analyse, interpret and use information from the Progressive Achievement Test: Mathematics

Abstract

Assessment can be powerful when teachers are able to analyse, interpret and use information in ways that enhance their teaching and programmes, and students' learning. A qualitative approach was used to investigate how teachers of Years 4-8 students analyse, interpret and use information gained from administration of the Progressive Achievement Test: Mathematics (PAT: Mathematics) assessment tool. Six teachers from two schools in a rural district, south of Auckland, participated in the study. Teachers at one of the schools had access to the NZCER online marking and analysis service; teachers at the other school did not. Data were gathered through a series of semi-structured interviews and the collection of relevant documents. Both schools had a longstanding commitment to PAT: Mathematics. However, once teachers passed students' stanine scores to management they were free to further analyse and use the information, or not, as they saw fit. It was concluded that a systematic and planned approach to the analysis, interpretation, and use of data is needed if students, teachers, schools and other stakeholders are to get full value from the PAT: Mathematics tool. Assessment for teaching and learningAssessment for teaching and learning refers to the planned and deliberate collection of information by teachers with a view to using this information to plan and implement programmes of work and adjust teaching so students' curriculum-related learning needs are addressed. It highlights the mediating role of teachers and teaching in the learning process, through the gathering and use of assessment information to inform planning and teaching, which in turn supports and furthers student learning. As portrayed in Cowie and Bell's (1999) model of planned formative assessment, assessment for teaching and learning is underpinned by three processes: eliciting; interpreting; and taking action. Eliciting involves the teacher The Progressive Achievement Test: MathematicsSchools and teachers employ a range of tools to assess students' mathematics knowledge, understanding, and skills. In terms of externally produced tests and tasks, those used by New Zealand primary schools include IKAN, GloSS, e-asTTle, and PAT: M. Each tool is designed with a particular focus in mind, and as such has specific strengths and contributions to make to programme development, teaching and learning (Joyce, 2006).PAT: M is a standardised measure comprising fifteen tests that assess Years 4-10 students' mathematical knowledge, skills, and understandings How tEacHErs of yEars 4-8 studEnts analysE, intErprEt and usE information from tHE progrEssivE acHiEvEmEnt tEst: matHEmatics How tEacHErs of yEars 4-8 studEnts analysE, intErprEt and usE information from tHE progrEssivE acHiEvEmEnt tEst: matHEmatics use NZCER's Marking Service, including more detailed item reports, a class report, a year group progress report, and a school report. How tEacHErs of yEars 4-8 studEnts analysE, intErprEt and usE information from tHE progrEssivE acHiEvEmEnt tEst: matHEmatics

Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data

“…Pierce and Chick (2011), in their study of Australian Mathematics and English teachers' intentions to engage with externally produced statistical data, found that most teachers considered the data could be used to identify weak students and some teachers (mostly mathematics teachers) thought that they could help to identify curriculum topics that needed attention. In a teacher study in New Zealand, Caldwell and Hawe (2016) concluded that a systematic approach to standardized data was needed for students, teachers, schools and other stakeholders to gain full benefit from the data. A challenge in our research was to know more about the processes and supports needed for teachers to learn with and through data and to exploit any opportunities this might offer to create new and productive opportunities for improving student learning and achievement.…”