Know Thy Impact: Assessment and reporting practices in low- to mid-decile schools for year 9 and 10 science and social studies

Abstract

Teachers are encouraged to know their impact on student academic success. They are expected to understand and use students’ achievement data to inform and adapt their teaching practice to improve and accelerate students’ ability to learn. Reliable assessment and reporting of students’ academic progress is an integral part of this process. In New Zealand, teachers of year nine and ten (13-14 years old) English and mathematics have ready access to published standardised tests which allow them to follow their students’ academic progress in relation to their peers. This study examines the assessment and reporting practices in the curriculum areas of science and social studies where these standardised tests are not as accessible. Using an explanatory sequential design, this study comprises two phases, firstly collecting quantitative data from teachers and leaders which informed the in-depth interviews in phase two. In phase one an online questionnaire was used to elicit data about assessment and reporting practices in year nine and ten from middle leaders of science and social studies and the senior leaders they reported to in decile 1-5 schools in Auckland and Northland. Twenty-five middle leaders and six senior leaders responded to the questionnaire. Phase two investigated the findings of the questionnaires in more depth using semi-structured interviews with three staff members from each of two schools. Interviews were conducted with the senior leader responsible for assessment and reporting for year nine and ten, and the middle leaders of science and social studies. There were five key findings of the study. Firstly, most schools are using school-based common assessment tasks to ascertain students’ academic achievement. Secondly, the quality assurance processes for year nine and ten assessments vary markedly with the majority of respondents having no formal moderation processes for year nine and ten assessments. Thirdly, senior and middle leaders retain confidence in the accuracy and consistency of their assessments despite the lack of formal moderation processes. Fourthly, the sharing of student achievement data with other teachers and students, to monitor and improve students’ achievement, was variable between departments. Senior leaders identified the quality of middle leadership in the department as a critical factor in the effective sharing of student achievement information to monitor student academic progress. Finally, most schools used traditional means, such as written reports and parent-teacher interviews, to share students’ achievement with parents. This was not a satisfactory situation for some schools. This study provides a reference point for future discussions about the strengths and challenges of effective assessment and reporting practice in science and social studies. It offers recommendations to aid teachers and leaders in making existing best practice common practice.