Martin Caust
Selected graphs 4.1
Note the consistency of the paths of the TA (Teacher Assessed) and Test
Assessments. For English and Science, teachers consistently
estimate slightly lower 'level' positions leading to lower percentages
achieveing at or above level 4 than the test determines. For
Mathematics the reverse is true, teachers assessments lead to consitent
but slightly higher
percentages than the test. It is the consistency of the patterns
that is intriguing suggesting, unsurprisingly, that teachers are
assessing the level of the students over time to follow the same path
as the test, but consistently displaced from it.
Sources: Statistical First Releases, Department for
Children, Schools and Families, UK
1999-SFR29/1999, 2000-SFR43/2000, 2001-SFR37/2001, 2002-SFR 21/2002, 2003-SFR 20/2003, 2004-SFR 30/2004, 2005-SFR 31/2005, 2006-SFR 31/2006, 2007-SFR 24/2007, 2008-SFR19/2008, SFR 06/2009.