Abstract
In 2013, the QuickSmart team at the University of New England received data from 1282 students who participated in QuickSmart Literacy lessons and 341 average-achieving comparison peers. These students were drawn from schools from 15 regions around Australia. Further data were also submitted for independent analysis to the Northern Territory (NT) Department of Education and Training by NT schools. The analyses presented in this report provide information about students' performance on the Cognitive Aptitude Assessment System (OZCAAS) and on standardised test measures, specifically the Progressive Achievement Tests in Vocabulary and Comprehension (ACER, 2008). Further investigation of the data provided in this report examines the results in terms of gender and for participating Indigenous students.
| Original language | English |
|---|---|
| Place of Publication | Armidale, Australia |
| Publisher | University of New England, SiMERR National Research Centre |
| Number of pages | 25 |
| Publication status | Published - 2014 |
Keywords
- Curriculum and Pedagogy Theory and Development
- English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
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