The following is a list of probe studies undertaken since 1995, grouped into four categories.
Not all reports have been prepared for the website yet but, if not, you will link to a summary.
The reports are also available from USEE.

Full reports of each probe study will be available on this website by January 2004.

Most author's names link to a list of contact details. Where an author's name does not provide a link, their current contact details are not available.

NEMP Marking Procedures and Consistency
Nicole Brown
The Effect of Assessment Task Format on Student Achievement Liz Eley and Robyn Caygill
Group Assessment: Exploring the Influences of Group Gender Composition Grace Grima
Kohia ngä taikäkä – Seek the heartwood:
Issues of validity in translating NEMP assessment tasks
Joe Hunter and Liz Eley
Are there aspects of the Mäori pängarau curriculum
that are not being assessed, or adequately assessed
through NEMP tasks when the English tasks are
translated into Mäori?
John Ohia
Critical, Creative, Reflective and Logical Thinking in the NEMP Assessments Gordon Knight
Measuring Success: Using NEMP to Conduct School-Wide Review and Development Peter Vestappen
Student Responses to Critical Thinking Tasks in the NEMP Assessments Gordon Knight
The Effects of Teacher Perceptions on Adopting a New Role Lynee Bowyer & Tamsin Meaney
Children’s Attitudes to Music Roger Buckton
Curriculum Studies in Music Education: Group dynamics
within the NEMP group and team tasks
Peh Siew Hoon
Significance of variable factors in practical art tasks in
the National Education Monitoring Project
Roger Hardie & Rob McGregor
An Investigation into Children's Ability to Recognise Pitch
and/or Rhythmic Sequence Patterns
David Sell
Frequencies and Kinds of Inaccuracies in Children's Sightreading David Sell
The Role of Singing in the NEMP Tests Sue Braatvedt
Mining the Information: Cognitive Skills in NEMP Tasks Gwen Gawith
Essential Skills: Examination of Essential Skills Performance Gordon Knight 
Analysis of Children's Written and Oral Language Judith Catton
Gender Differences in New Zealand Primary Students'
Reading Achievement
Liz Eley
Gender Differences in New Zealand Primary Students' Attitude to Reading
Liz Eley
Assessing Children’s Comprehension through Oral Language
Ray Griffiths
Teacher Perceptions of Students and Their Affect on Assessment of Speaking Performance Lynne Bowyer & Tamsin Meaney
An Analysis of Year 4 and Year 8 Spelling Errors From an Expressive Writing Task in the 2006 National Education Monitoring Project Keith Greaney & Alison Arrow
Analysis of Children's Planning, Writing and Editing Skills Christine Cartwright

Health and Physical Education

Toward an understanding of New Zealand children’s
constructions of ‘health’ and ‘fitness’
Lissette Burrows, Jan Wright & Justine Jungersen-Smith

Information Skills

Evaluation of the use of the NEMP compact model of the World
Wide Web for exploring children's Information Skills
Kwok-Wing Lai &
Keryn Pratt
Students’ Conjectures and Justifications Glenda Anthony & Margaret Walshaw
Fractions Assessment Using a Real Context Glenda Anthony & Margaret Walshaw
The Data Mining of the 2001 NEMP year 8 Mathematics
Dataset Using Cluster Analysis
Garth Ritchie 
A Study of changes in Mathematics Achievement Using Data
from the first and Second cycles of NEMP Assessment
Gordon Knight 
Language used by students in mathematics for quantitative and numerical comparisons Dr Tamsin Meaney &
Dr Kathryn C. Irwin
A Socialcultural Analysis of Children's participation in a Mathematical Task Bronwen Cowie and Merilyn Taylor
Children's Strategies in Numeracy Activity Jane McChesney
Teaching and Learning about Place Value at The Year 4 Level Jeremy Bloomfield

Using NEMP to Inform the Teaching of Scientific Skills

Rose Hipkins & Natasha Kenneally
Social Studies
Social Decision-Making Skills: Are Students Achieving in this Process Christine Harris 
Social Studies: Assesssing Year 8 Student's Knowledge and Understanding About New Zealand Society Isabel Browne and Eleanor Hawe
Primary School Technology from the Perspectives of the Students Liz Eley
Progression in Learning Technology at Years 4 and 8 Alister Jones, Ann Harlow, Louise Milne, Judy Moreland & Mike Forret 
Using NEMP Assessment Tasks in the Classroom
Rose Hague and Liz Eley
The NEMP Experience: Professional Development of Teachers
through The National Education Monitoring Project
Alison Gilmore
Teachers Learning about the National Education Monitoring
Project (NEMP) Reports in a Quality Learning Circle
Susan Lovett
NEMP Assessment and Children with Special Needs
Murray Overton
NEMP Administration as Information and Communication Technology Professional Development: the ICT experiences of Teacher Administrators Lois Christmas
Dissemination, reporting and discussion of NEMP
results as presented to teachers and schools
Susan Lovett
The Relative Achievement of Boys and Girls in
New Zealand Primary Schools

Terry Crooks
New Zealand's National Monitoring Project: The First Four
Year Cycle, 1995 to 1998

Terry Crooks and Lester Flockton
New Zealand's National Education Monitoring Project Mäori
Student Achievement in NEMP, 1995–2000

Terry Crooks, Katherine Hamilton and Robyn Caygill
School Size and Achievement of Primary
and Intermediate Students

Terry Crooks and Katherine Hamilton
Observed Patterns in the Surveys, 1995–1998

Liz Eley
What can the NEMP assessments tell us about the performance
of higher achieveing students?

Gordon Knight
Should Children with Special Needs Participate in NEMP?

Murray Overton
Oral Reading Achievements, Strategies and Personal
Characteristics of New Zealand Primary School
Students Reading Below Normal Expectation.

Clare van Hasselt
Student Responses to Critical Thinking Tasks in the NEMP Assessments Gordon Knight
The First Two Cycles of New Zealand's National Education Monitoring Project: 1995-1998 and 1999-2002 Terry Crooks and Lester Flockton
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