The Second Mathematics Standard Assessment Tasks at Key Stage 1: issues of reliability raised by a five school study
- 1 January 1994
- journal article
- research article
- Published by Taylor & Francis in Educational Studies
- Vol. 20 (2) , 217-222
- https://doi.org/10.1080/0305569940200205
Abstract
This paper assesses the value that can be put on the mathematical Standard Assessment Task (SAT) score as an indicator of how children are doing compared to others. The results of a study of a sample of 171 Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) are presented. Pupils’ scores on Mathematics 7, a standardised mathematics test for 7 year‐olds are compared to the mathematics SAT score elicited by them in the previous half‐term. Results show that children with the same Mathematics 7 score may be designated Level 1, 2 or 3 on the mathematics SAT. Conclusions, based on such a small study, are tentative. There is a need to be aware that finding out how a child is doing may be more complicated than simply looking at the SAT results. It may be hypothesised that the 10 point assessment scale is too crude a summative device to measure children's mathematical standards accurately.Keywords
This publication has 1 reference indexed in Scilit:
- National Reading Standards and Standard Assessment Tasks: An educational house of cards?Educational Psychology in Practice, 1991