Abstract:
The emphasis on outcomes, a feature of the introduction of the national curriculum in the early nineties, has had major implications for assessment and reporting, as teachers and educational administrators determine appropriate strategies for assessing and reporting within an outcomes framework. This study reports a survey from a stratified proportional sample of primary schools in NSW on how teachers are currently assessing and reporting within an outcomes framework. The analysis of data, using frequency distributions, tests of significance and multiple analysis of variance, identifies assessing and reporting strategies and the principles that underly such practice. Differences are examined according to age, gender, teaching experience, status and school type.