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Evaluation reports

                                               

  Evaluation of the impact of Counting On (pdf - 1455 KB)

During 2000, Counting On was implemented in 40 secondary schools across NSW, involving more than 600 students, 120 school teachers and 40 district mathematics consultants. An evaluation of this implementation was carried out by Associate Professor Bob Perry, University of Western Sydney and Peter Howard, Australian Catholic University.

                                              

 Counting On 2001 Evaluation (pdf - 1212 KB)

The findings of the 2001 evaluation reiterate those from the 2000 evaluation. In general, the implementation of Counting On resulted in improved learning outcomes for those students undertaking the program. In the two key areas of place value and multiplication/division, students, on average, not only improved in their rate of correct responses in the student assessment schedule but also improved in terms of the strategies being used to solve the problems.

The professionals involved in the implementation of the program were very positive in terms of its impact. More than 87% of respondents to the team survey believed that Counting On had improved their students numeracy strategies while more than 93% believed that it had improved their teaching of mathematics. The program has obviously had a very positive impact on the teachers of students who are experiencing some difficulty in their mathematics.

                                             

 Counting On Evaluation 2002

This evaluation was designed to:

• track students who completed Counting On in 2001 as Year 6 students and are attending Year 7 in secondary schools which are implementing Counting On in 2002
• consider the ongoing development of links between primary and secondary schools and how these can be facilitated by Counting On through continued implementation over two years
• investigate how the various components of Counting On are being implemented in both primary and secondary school settings which are no longer funded by the program.

Seven case studies were conducted in seven schools in NSW which had been or were currently involved with Counting On. Interviews were carried out with teachers in each of the schools, and in almost all of the schools, with students who were or had been involved with Counting On.