Karyn Dunn

In tests on Evaluating Information in Text, overall, females performed better than males. Although students from higher decile schools performed significantly better on average than those in lower decile schools, the full range of scores was represented in all decile groups. Both intermediate and secondary students found differentiating between facts and opinions the easiest subsection, and evaluating conclusions the most difficult.

This is the second of two articles in this issue of set based on some of the major findings from the survey of classroom assessment practices in English and mathematics at Years 5, 7, and 9 carried out by NZCER in November 2001. The first article briefly described the methodology and outlined the assessment tools and strategies commonly used by teachers. This article examines the section of the survey which asked how useful teachers found the tools and strategies for providing information for teaching and learning, for students, and for school management.

In November 2001, NZCER conducted a survey of the English and mathematics assessment practices of teachers at Years 5, 7, and 9.

From Alan Duff’s original vision in 1992, the Books in Homes programme grew to reach 397 low-decile schools and 78,000 students by 2001, with well over a million books distributed. The evaluation was based on questionnaire responses from Year 5 students, teachers and principals. The results showed that Books in Homes is well established as a powerful force for change in these schools, with significant improvements in reported reading habits and attitudes to reading associated with the length of time the scheme had operated within each school.