Teachers' use of diagnostic testing to enhance students' literacy and numeracy learning

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dc.contributor.author Ljungdahl, L
dc.contributor.author Prescott, AE
dc.date.accessioned 2010-05-28T09:52:49Z
dc.date.issued 2007-01
dc.identifier.citation The International Journal of Learning, 2007, 16 (2), pp. 461 - 476
dc.identifier.issn 1447-9494
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/9923
dc.description.abstract The importance of literacy and numeracy skills is paramount in most societies, their acquisition essential for communication and employment. This study set out to determine whether teachers using multiple choice assessment tasks could enhance student learning in literacy and numeracy. A software program that gave the teachers access to the results in terms of preset strands was provided to one group of teachers and the other group used the traditional techniques of looking over the students test papers. It focuses on the testing of students using standardised PAT (Progressive Achievement Test) comprehension and mathematics tests with the intervention of a software tool (AutoMarque) which is intended to expedite analysis of the results. While much research has been carried out on literacy and numeracy testing, relatively little attention has been paid to the significance of speedy feedback and analysis of results which can lead to improved pedagogy. Constructive teacher feedback following assessment tasks assists students learning and provides them with the skills they need to improve performance in subsequent assessments. This study highlighted the difficulties that time-poor teachers have in implementing new technologies despite their commitment to assessment for learning.
dc.publisher Common Ground
dc.rights Copyright belongs to Common Ground Publishing. Must ask Publisher (Common Ground) permission to reproduce this article en_US
dc.title Teachers' use of diagnostic testing to enhance students' literacy and numeracy learning
dc.type Journal Article
dc.parent The International Journal of Learning
dc.journal.volume 2
dc.journal.volume 16
dc.journal.number 2 en_US
dc.publocation Melbourne, Australia en_US
dc.identifier.startpage 461 en_US
dc.identifier.endpage 476 en_US
dc.cauo.name FASS.Education Group en_US
dc.conference Verified OK en_US
dc.for 130306 Educational Technology and Computing
dc.personcode 040000
dc.personcode 826508
dc.percentage 100 en_US
dc.classification.name Educational Technology and Computing en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords Literacy, Numeracy, Diagnostic Testing, Assessment Elementary School en_US
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Open Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10
utslib.collection.history General (ID: 2)

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