TY - BOOK
T1 - Achieving mathematics growth for high capacity students
T2 - Realising the potential for Australia’s high capacity students
AU - Harding, Susan-Marie
AU - Griffin, Patrick
AU - Graham, Lorraine
AU - Arnup, Jessica L
AU - Szymakowski, Jolanta
AU - English, Narelle
AU - Nabili, Nives
AU - Alom, BM
AU - Zhang, Zhonghua
PY - 2018
Y1 - 2018
N2 - A previous Assessment Research Centre study “Assessment and Learning Partnerships” showed that despite overall average gains in student reading and mathematics, almost all the gains were achieved among the bottom quartile group of students and at low levels of proficiency in both reading and mathematics. This phenomenon was referred to by Professor Patrick Griffin as “flatlining” (Topsfield, 2013). The lack of growth among high capacity students (top 25% of a class in a particular subject) in reading and mathematics was notable. Analysis of value-added achievement at the teacher level showed that there were variable impacts between teachers at every level of proficiency, and within teachers, there was variable impact across levels of proficiency.
AB - A previous Assessment Research Centre study “Assessment and Learning Partnerships” showed that despite overall average gains in student reading and mathematics, almost all the gains were achieved among the bottom quartile group of students and at low levels of proficiency in both reading and mathematics. This phenomenon was referred to by Professor Patrick Griffin as “flatlining” (Topsfield, 2013). The lack of growth among high capacity students (top 25% of a class in a particular subject) in reading and mathematics was notable. Analysis of value-added achievement at the teacher level showed that there were variable impacts between teachers at every level of proficiency, and within teachers, there was variable impact across levels of proficiency.
M3 - Commissioned report
BT - Achieving mathematics growth for high capacity students
PB - Assessment Research Centre, Melbourne Graduate School of Education
ER -