Martin Caust

Selected graphs 4.4

 

 

 

 

 

 

 

 

 

 

 

 

 

 Note: Teacher assessment grand means for 2006 and 2007 adjusted for the effect of re-categorisation of within level progress.  Adjustment raises last 2 teacher assessments points by 0.1 of a level (see thesis for explanation). The difference due to the time of the assessments (teachers later in the school year than the test) is adjusted for by adding 0.25 of a level to the test score. Figure 4.3 illustrates how this is done.  In Figure 4.3 an adjustment of 0.27 of a level at Year 3 ensures Teacher and Test assessments coincide, suggesting that 0.27 may have been a better time adjustment.

The trends for Teacher and Test assessments track very consistently but with greater variability around the general trend for the test assessments.  This is partly due to the limited response options for teachers (3 per level up to 2005, 4 per level after 2005) relative to the divisions available for the test scale (at least 10 per level).  Note the different trends at each Year level.  At Year 3 the scores are very similar.  At Year 5 teachers assessments are consistently above the test assessment.  At Year 7the same pattern applies. One explanation for the consistent difference is a slightly different calibration of the teacher perspective relative to the test.  However it is noted that this difference is very consistent across calender years, with different populations of students each year.  These data include almost all students at each Year level, that is they are not a sample.

Return to Selected Graphs.                                        Compare with England data in Figure 4.1.