Using national numeracy testing to benefit Indigenous students: Case studies of teachers taking back control of outcomes

Abstract

This paper focuses on the disempowering nature of government Years 3, 5, and 7 testing, notably the Aspects of Numeracy testing undertaken in Queensland by the Queensland Studies Authority, in relation to teachers of Indigenous students. It describes a Deadly Maths project with four far North Queensland regional schools with Indigenous students to take back control of outcomes by empowering the teachers to be able to undertake their own analyses of the Aspects of Numeracy tests and use them for immediate remedial/intervention programs. It describes students' and teachers' perceptions of the tests and teachers' reactions to the project, indicating difficulties in overcoming teacher resistance and reporting success for teachers who did take back some control.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 5 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.