Proyecto Global Geosites

While analysis of the qualitative interviews showed that teachers in Ireland and Northern Ireland held very similar views on effective classroom practices for promoting student achievement in mathematics, a notable difference was highlighted between the two countries regarding how they analysed and acted upon standardised test score data. In Northern Ireland, there was a very definite plan in place within schools for utilising standardised test score data to improve student achievement, and teachers described strategic whole school plans and approaches for addressing student underachievement on standardised tests; see table 5.2. Northern Irish teachers reported that in their schools underperforming students and their particular weaknesses were identified using standardised test data and, following this, a

Chapter 5: Discussion of Findings 171

personalised learning strategy was implemented to address the highlighted weaknesses in their mathematics understanding. (A detailed description of this is explored in Chapter 4 in Sections 4.3.1 and 4.5.1.) In addition, at the whole school level, analysis of aggregate standardised test score data was used to identify areas of mathematics weakness across the whole school. These areas were addressed by formulating and implementing an action plan tailored to suit specific needs of the general school population. Intrinsic to school strategies for addressing underachievement on standardised tests in Northern Ireland was a collaborative and team approach, with class teachers supported by classroom assistants, the numeracy coordinator, the numeracy team, the Principal and the school management team to set and meet goals regarding improving mathematics achievement.

Table 5.2 Process for analysing and acting upon standardised test data in Northern Irish schools

People Involved Student/Classroom Level Actions School Level Actions 1. Analyse Standardised Test Data

Computer program analyses standardised test data by maths topic for easy identification of problem areas

Numeracy coordinator and numeracy team

Principal Class teachers

Compare students’

mathematics standardised test scores to their scores on standardised intelligence test Identify students who are underperforming in relation to their intellectual ability (separate to learning support children)

Analyse standardised test of students who are

underperforming to identify concepts or procedures that are not secure

Look for trends across school standardised test data to identify weak mathematics concepts or procedures

2. Take Action

Class teachers who are supported by numeracy coordinator, numeracy team, principal and specially trained classroom assistants

Specifically trained classroom assistants take identified children for extra practice of weak mathematics topics

Class teacher tracks and monitors progress of underachieving students Numeracy coordinator oversees this process and reports to principal

A whole school action is decided upon. This may involve the purchase of a new resource, or staff engagement in targeted and specific professional development

Class teacher focuses on weak, problem areas in coordination with agreed school action plan Numeracy coordinator oversees action plan implementation and reports to principal

3. Evaluate the success of actions taken by analysing data from latest standardised tests

Computer program for analysing mathematics standardised test data Numeracy coordinator and numeracy team

Principal Class teachers

Evaluation of actions taken based upon analysis of new standardised test data

Return to step 1 of the cyclical process

Evaluation of actions taken based upon analysis of new standardised test data

Return to step 1 of the cyclical process

Although the approach outlined by Northern Irish teachers in this study was reported to positively influence student achievement and, as such, may be of interest to both

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Ireland and other countries which seek to promote student mathematics achievement on standardised tests, it is important to take cognisance of the wider context within which the approach operates. Interpretation of the data in this study showed that a likely reason for schools in Northern Ireland placing a major emphasis on standardised tests and taking the outlined approach (see table 5.2) to analysing and acting upon standardised test performance data is that in Northern Ireland a key feature of Department of Education inspections is the analysis of longitudinal school performance data based upon standardised test results. For example, Dervla (School E, Northern Ireland) noted that as part of school inspections, standardised test performance data is “looked at very closely and if there is any discrepancy in the progress that your school is making … they [the inspectorate] will ask questions.” Inspectors analyse internal school performance data and, in order for schools to perform well on published Department of Education inspections, most students must be performing in line with or above their ability. This contextual feature of the Northern Irish education system provides strong motivation for the approaches outlined by teachers in Northern Ireland in this study. However, the literature cautions against policies and practices that involve punitive accountability systems, as such systems have been found to erode teacher professionalism and autonomy (Dimarco, 2009; Tucker, 2011). Therefore, while a strategic whole school plan for analysing and acting upon standardised test data was seen by teachers in this study to promote student achievement on standardised tests, caution is advised about the context within which this approach should operate. If the approach is set in a context of forced or punitive accountability, it may have a negative long-term effect on teacher autonomy. However, if this approach is set within a context that ultimately promotes teacher trust and professional autonomy, then the probability is that students, teachers and schools alike will benefit.