Primary Teachers' Beliefs and Practices with Respect to Compulsory Numeracy Testing

Abstract

This paper reports the results of a factor analysis of data from a survey of teachers' beliefs and practices relating to the compulsory numeracy tests conducted in Years 3, 5 and 7. The resulting six factors related to giving feedback to students, using the tests for diagnosis of pupils and content, changes in teachers' practice, comparing results with other schools, test validity, and preparing pupils for the tests. Analysis of factor scores showed the significance of professional development in teachers' practices associated with the tests. School location and size also had an effect on teachers' beliefs and practices associated with the tests.