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ERIC Number: ED467289
Record Type: Non-Journal
Publication Date: 2001-Dec
Pages: 15
Abstractor: N/A
Reference Count: N/A
Better Than Beige: Designing Assessment Tasks To Enhance Learning and Measure Growth in the Early Years of School.
Anderson, Prue; Meiers, Marion
An ACER (Australian Council for Educational Research) study on literacy and numeracy was established in 1999 with 1000 children from a random national sample of 100 schools. The children in the study began their schooling at the beginning of 1999. Many students transferred to other schools since the study began and have been tracked in their new schools, and so there is a larger number of Australian schools in the project. The study's main purpose is to monitor the growth of these children in literacy and numeracy throughout their primary schooling. A major outcome of the study will be empirically derived scales showing typical progression of development in literacy and numeracy. They will constitute progress maps for literacy and numeracy. In the study's first three years, covering the "early years" of schooling, students were assessed by their teachers with sets of literacy and numeracy tasks designed at ACER. Assessments were conducted in one-to-one interviews, with the teacher recording students' responses on a marking guide. So far, five sets of linked assessment tasks have now been designed to cover the expected range of what students know and can do in literacy and numeracy in the early years of schooling. This paper focuses on the processes involved in developing these tasks. The longitudinal study reported in the paper is underpinned by the concept of developmental assessment--developmental assessment supports teachers' use of assessment data as a basis for teaching, designing curriculum, and planning classroom organization to meet individual needs. (NKA)
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia