The Northern Territory Primary Assessment Program: A Descriptive Study Incorporating Teacher Perceptions. Research and Evaluation Report Number 1/1989.

Autor/in	Richards, Anne
Institution	Northern Territory Dept. of Education, Darwin (Australia).
Titel	The Northern Territory Primary Assessment Program: A Descriptive Study Incorporating Teacher Perceptions. Research and Evaluation Report Number 1/1989.
Quelle	(1989), (101 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7245-2420-7
Schlagwörter	Aboriginal Australians; Academic Achievement; Educational Testing; Elementary Secondary Education; Foreign Countries; Program Content; Program Evaluation; Rural Education; Rural Schools; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Schulleistung; Ausland; Programmgestaltung; Programme evaluation; Programmevaluation; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Urban area; Urban areas; Stadtregion; Stadt
Abstract	This document reports the Northern Territory Primary Assessment Program (Australia), which monitors student achievement in reading and mathematics in grades 5 and 7 in urban primary schools and grade 5 to post-primary in Aboriginal schools. The aim of the program is to provide teachers with a set of assessment materials and provide information regarding the academic achievement of students at the end of primary schooling. This study focused on the operation of the program in schools and the perceptions of teachers and other personnel involved with the program. Data were collected by a questionnaire-survey of 185 teachers and school visits to 19 urban schools and 10 rural Aboriginal schools. Results of the study indicate the following: (1) many teachers have little understanding or knowledge of the program; (2) some schools have incomplete sets of materials; (3) teachers expressed doubts about the relevance of certain program materials for classroom use; and (4) only about half of all Aboriginal schools participate in the program. In schools where the program has been properly implemented it makes a valuable contribution; therefore, active participation must be ensured for all schools to take advantage of the program's potential. Appendices include procedures for improving test item quality, interview schedules, sample questionnaires for urban and Aboriginal schools, and a sample program evaluation form. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC