Rate My Professor Andrew Tagg

Andrew Tagg serves as Research Fellow in the Educational Assessment Research Unit (EARU) at the University of Otago College of Education. The EARU develops comprehensive tasks and assessment materials for educational projects, including Curriculum Insights, a collaboration between the University of Otago and the New Zealand Council for Educational Research. This large-scale study monitors student achievement trends in New Zealand schools, assessing areas such as reading, writing, and mathematics across approximately 160 schools and over 6,000 students annually.

Prior to his current role, Andrew Tagg was affiliated with Maths Technology Ltd and made significant contributions to the New Zealand Ministry of Education's Numeracy Development Projects (NDP), initiated in 2000 to enhance mathematics performance through teacher professional development. These initiatives involved over 17,000 teachers and 460,000 students by 2007. Tagg co-authored multiple evaluations, including longitudinal studies using the Number Framework to track student progress in additive, multiplicative, and proportional strategies. Key works include 'Do They Continue to Improve? Tracking the Progress of a Cohort of Longitudinal Students' (2006, with Gill Thomas), which showed sustained gains with Year 6 students outperforming others by nearly half a stage; 'Numeracy Sustainability: Current Initiatives and Future Professional Development Needs' (2006, with Gill Thomas and Jenny Ward), surveying lead teachers on sustaining practices; 'Numeracy Development Project Longitudinal Study: Patterns of Achievement' (2006, with Gill Thomas); 'Numeracy Assessment: How Reliable Are Teachers’ Judgments?' (2006, with Gill Thomas and Jenny Ward); 'Evidence for Expectations: Findings from the Numeracy Development Project Longitudinal Study' (2005, with Gill Thomas); and 'An evaluation of the Early Numeracy Project 2002' (2003, with Gill Thomas and Jenny Ward). He also contributed as writer and reviewer to numeracy resources like 'Teaching Multiplication and Division' (revised 2007, published 2008). His research emphasizes teacher judgments, sustainability factors like content knowledge, and evidence-based inquiry in mathematics education.