Copyright is owned by the Author of the thesis.  Permission is given for 
a copy to be downloaded by an individual for the purpose of research and 
private study only.  The thesis may not be reproduced elsewhere without 
the permission of the Author. 
 



 

 

E-asTTle as a Catalyst for Change. 

 

 

 

 

 

 

A thesis presented in partial fulfilment of the requirements for the degree of 

Masters in Education – Teaching and Learning 

at Massey University, Palmerston North, New Zealand 

 

 

 

 

 

Susan Carnegie-Harding 

2016 

 
 
 
 
 
 

 



ii 
 

Abstract  

 

This thesis studies the introduction and use of the formative assessment tool e-asTTle 
(Assessment for Teaching and Learning) in a low decile, high Māori school and the impact it 
has on teacher practice and student achievement. The project’s aim was to identify if 
teachers, through using the data from the tool, moved to an evidence based teaching model 
which supported increased student achievement in reading and mathematics. Identifying a 
major shift in teaching practice and corresponding rise in student success would support the 
assertion unpinning the study, that e-asTTle is a catalyst for change. 

The data for this study was gathered during the first quarter of the school year. Teachers of 
Year 7, 8 and 9 students volunteered to complete a confidential online survey. The focus of 
the survey was to identify previous and current assessment practices, changes to practice 
and prompted teachers to reflect on the usefulness of data in supporting their teaching 
practice. Beginning of the year and mid-year student assessment score data in reading and 
mathematics was gathered and compared to identify shifts in achievement of each year 
group. These shifts were then compared to e-asTTle nationally expected shifts to identify 
the level of progress.  

The results suggest that the introduction of the e-asTTle tool into the school supported 
teachers to change to formative assessment, evidence-based teaching practice. This change 
had a positive effect on student achievement with accelerated progress occurring in reading 
and mathematics. However, the results also identified a much lower level of progress for 
Year 7 students, which is consistent with trends identified in national research data on the 
transitioning of students between primary and secondary schools. Based on this data a 
recommendation was made to study the transitioning of students between the local 
primary schools and the study school, and the impact it may be having on learning and 
achievement, particularly in mathematics. Should the results of the study support it, a 
programme could be put into place that met identified student needs and supported their 
successful integration into the school. Although evidence of accelerated progress met the 
study’s brief, the continued low level of achievement of the students in reading compared 
not just to all schools but to other decile one, high Māori roll schools, is a concern that 
needs to be addressed.  

 

 

 



iii 
 

Acknowledgement  

 

I would like to thank all the people who contributed in some way to the work described in 

this thesis.  

First and foremost, I would like to thank Dr. Jenny Poskitt, my Chief Supervising Lecturer. 

She has provided sound advice and valuable, practical support; always endeavouring to 

work around my work commitments and teaching responsibilities.  Her phone calls each 

week when I was completing the application for Ethics Committee approval were welcome 

and helped diminish the feelings I had as an extramural student of working alone. 

Thank you also to Dr. Peter Rawlins, my second supervising lecturer who has provided 

prompt and specific responses to my queries as I conducted the analysis of the data. 

I would like to acknowledge and thank the Principal and Board of Trustees members of the 

school in which I conducted my research. They were generous with their support and 

permission to undertake the study.  I would also like to thank the Year 7, 8 and 9 teachers 

who were willing to complete the survey and support my work when they were also very 

busy with their own work and responsibilities.  

E rite ahau ki te whakawhetai ki nga ākonga, hapu me te hapori hoki o ratou tautoko, me te 

mo te hoatu whakaaetanga ki te mahi tahi me o ratou tamariki, me ki te whakamahi i te 

raraunga i kohia mo toku ako ahau. I would like to thank the students, families and 

community for their support and for giving me permission to work with their children, and 

to use the data that was collected for my study. 

 

My grateful thanks also to Professor John Hattie who I was fortunate to have as a lecturer at 

the University of Auckland and who has also shown an interest in the study, provided 

material from his own files relating to the development of e-asTTle for use in my research. 

  

Lastly I would like to thank my husband Warren Smith who has supported my studies over 

the years; providing a listening ear, support and encouragement. 

 



iv 
 

List of Tables  

 

Table  1 Databases searched, keywords and other search parameters used      5 

Table  2 Principles of Culturally Responsive Practice        13 

Table   3 Comparison of Practising Teacher Criteria against  

                    Quality Teaching Dimensions            18 

Table  4 Descriptive Statistics for Student Sample Group     38 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



v 
 

List of Figures 

 

Figure   1 Comparison of usefulness of assessment data to inform  

teaching practice                    46                            

Figure   2 Comparison of teacher familiarity and confidence with the e-asTTle tool  

from the beginning and end of the study               47 

Figure   3 Teacher belief that the use of e-asTTle tool has had a positive impact  

                     on student engagement and achievement               49 

Figure   4 Year 7 average point shift in reading by gender        53 

Figure   5 Year 7 average point shift in reading by ethnicity            54 

Figure   6 Year 8 rate of progress in reading as compared to Year 8 results  

                           from similar schools               55 

Figure   7 Year 8 average point shift in reading by gender            56     

Figure  8 Year 8 average point shift in reading by ethnicity             56 

Figure  9 Year 9 average score shift in reading by gender           58 

Figure 10 Year 9 average score shift in reading by ethnicity           59  

Figure 11 Study School Y7, 8 and 9 achievement in reading compared to  

Year 7, 8 and 9 results from similar schools for the quarter     60 

Figure 12 Comparison of Year 7, 8 and 9 national average point shifts and  

                     the average point shifts for the study school in reading         61 

Figure 13 Year 7 average score shift in mathematics by gender      62 

Figure 14 Year 7 average score shift in mathematics by ethnicity       63    

Figure 15 Year 8 average score shift in mathematics by gender       64 

Figure 16 Year 8 average score shift in mathematics by ethnicity      65 

Figure 17 Year 9 average score shift in mathematics by gender        66 



vi 
 

Figure 18 Year 9 average score shift in mathematics by ethnicity     67 

Figure 19 Study School Y7, 8 and 9 achievement in mathematics compared to  

Year 7, 8 and 9 results from similar schools for the quarter       68 

Figure 20 Comparison of Year 7, 8 and 9 national average point shifts 

and the average point shifts for the study school in mathematics       69 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



vii 
 

Table of Contents  

 

TITLE PAGE            i 

ABSTRACT             ii 

ACKNOWLEDGEMENTS            iii 

LIST OF TABLES             iv 

LIST OF FIGURES              v 

CHAPTER 1: INTRODUCTION         01 

 Intent of Study           01 

 Key Characteristics of Study          02 

 Structure of the Thesis          02 

CHAPTER 2: LITERATURE REVIEW           04 

 Literature Review Methodology         04 

 Part One: The Context of Student Achievement      06 

 Part Two: Elements of Effective Teaching Practice       12 

 Part Three: Examination of the e-asTTle Tool       22 

 Summary            26    

CHAPTER 3: RESEARCH DESIGN AND METHODS        27 

 Introduction            27 

 Theoretical Underpinnings          27 

 The Research Design           28 

 Structure of the Study          30 

 Data Gathering Tools          36 

 Ethical Considerations          39 

CHAPTER 4: RESULTS            44 

 Introduction            44 



viii 
 

 Teacher Survey Results         44 

 Student Assessment Results         50 

CHAPTER 5: DISCUSSION           70 

 Introduction           70 

 Impact of Other Factors on Student Progress     71 

 Use of e-asTTle             72 

 Formative Assessment Teaching Practices in Reading    75 

Formative Assessment Teaching Practices in Mathematics      78 

CHAPTER 6: CONCLUSION           82 

 Research Limitations           82 

 Recommendations            87 

 Suggestions for further research          90 

 Reflections             92 

BIBLIOGRAPHY            93 

APPENDIX A - The “Long Tail of Underachievement” in Reading and Mathematics  106 

APPENDIX B – Research Procedures Flow Chart                    107 

APPENDIX C -  e-asTTle as a Catalyst for Change                    108 

APPENDIX D – Teacher Survey                      109 

APPENDIX E – Teacher Information Sheet                      113 

APPENDIX F -  Teacher Consent Form                     114 

APPENDIX G -  Letter to Board of Trustees                    115 

APPENDIX H -  e-asTTle Norms and Curriculum Expectation by Quarter: Reading  118 

APPENDIX I -  e-asTTle Norms and Curriculum Expectation by Quarter: Mathematics      119 

APPENDIX J -   SPSS T-Test Paired Samples Data        120 

ABBREVIATIONS            124