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How useful do teachers find the tools and strategies they use for assessing English and mathematics at Years 5, 7, and 9?

Karyn Dunn and Chris Marston

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.

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