Australian pre-service teachers' experiences with a high-stakes national numeracy test

Jennifer Hall, Simone Zmood

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    In this paper, we discuss pre-service teachers’ experiences with a high-stakes national numeracy test in Australia that must be passed prior to graduation from a teacher education program. Specifically, we share findings from our analysis of questionnaire data gathered from two cohorts of pre-service teachers (n = 189) at a prestigious Australian university. The students were asked to share their experiences of preparing for and completing the national numeracy test. Here, we focus on the ways that the participants prepared for the test, their experiences with the test, and their impressions of the test and their results. Our findings provide insight about students’ experiences with high-stakes, timed tests and thus provide useful information to assist universities with the support that they provide to students when preparing for such tests.
    Original languageEnglish
    Title of host publicationProceedings of Canada International Conference on Education (CICE-2019)
    EditorsRegis Chireshe, Isao Miyaji, Olaniyi Alaba Sofowora, Marta Cabral, Lorayne Robertson, Christopher Kong, David M. Chapinski, Elizabeth Magaret, Mikhail A. Rodionov, Ahmed Ibrahim Usman, Barba Aldis Patton, Vyacheslav Grebenyuk, Arend E. Carl, Florence Nkechi Okeke, Zhanna Dedovets
    Place of PublicationUK
    PublisherInfonomics Society
    Number of pages6
    ISBN (Print)9781913572006
    Publication statusPublished - 2019
    EventCanada International Conference on Education 2019 - University of Toronto, Mississauga, Canada
    Duration: 24 Jun 201927 Jun 2019


    ConferenceCanada International Conference on Education 2019
    Abbreviated titleCICE 2019

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