Martin Caust

Selected graphs 8.23

 

 

 

 

 

 

 

 

 

 

 

 

 

Note: As for male students in Figure 8.24, the idealised trajectories of mean learning status with age are virtually indistinguishable until about age 12 where the teacher assessments, based on the fitting of a polynomial curve fitted to the means by age (0.1 of a year of age), appear more positive for females.  The top end of the curve is also likely to be poorly modelled based on the processes and assumptions made (see full thesis) but this observation does hint that teachers 'see' female students as performing better in mathematics than do tests.   A complementary effect is shown in Figure 8.24, where teachers are less positive about mean learning status of males at higher ages than are test assessments.  While not shown (but are shown in the full thesis) the Mathematics by Year level shows the same 'tails', independent of assessment process as shown for English, confirming that teachers and tests do 'make' very similar observations with age.

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