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Acknowledgements
This survey, like all AAP surveys before it, could not have taken place without the invaluable cooperation of numerous individuals and organisations:
- Carolyn Hutchinson, Head of Assessment Branch, Qualifications, Assessment and Curriculum Division, SEED, who has been instrumental in sustaining the Assessment of Achievement Programme and guiding its evolution;
- Jim McArthur, AAP Coordinator, who organised activity, coordinated effort and contributed as usual in a major way to a successful survey implementation, ably supported by Kelly Hoy;
- Lillian Munro, Liz Wharton, Barbara Hill and Elaine Tarrant of the Scottish Qualifications Authority, who were responsible for task development and marking;
- Tuula Tuominen (Datapro Data Services Ltd), who ensured that the attainment data were quickly and competently keyed;
- Sandra Johnson, AAP Technical Adviser, who designed the survey, analysed the survey data in collaboration with Rod Johnson (Assessment Europe), and produced Chapters 1 to 6 of this report;
- Tom Macintyre, University of Edinburgh, who served on the Mathematics Reference Group and produced Chapter 7 of this report, reflecting on the survey findings from the perspective of a mathematics educator;
- The members of the Mathematics Reference Group, who contributed ideas and suggestions, and generally supported the Survey Design Team ( see Appendix A);
- The practising teachers who assisted in the development of new assessment tasks;
- The head teachers who agreed to the participation of their schools in the survey;
- The education authorities who nominated and released practising teachers for participation as field officers;
- The field officers themselves, who visited the schools undertaking practical assessments of various kinds, and who assisted in the evaluation of pupils' writing;
- The class teachers who organised and supervised assessment sessions in their schools;
- The students who marked the written tests and prepared mark sheets for data keying;
- Last but not least, the several thousand pupils who were assessed and questioned, and without whose input the survey would have no meaning whatsoever.
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