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PERSPECTIVES ON QUALITY AND EQUITY FROM LARGE-SCALE ASSESSMENT STUDIES

PERSPECTIVES ON QUALITY AND EQUITY FROM LARGE-SCALE ASSESSMENT STUDIES. John Ainley and Eveline Gebhardt. Outline. Properties of large-scale assessments Perspectives from NAPLAN: 2008 to 2013 National changes in reading achievement Improvements in reading for Indigenous students

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PERSPECTIVES ON QUALITY AND EQUITY FROM LARGE-SCALE ASSESSMENT STUDIES

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  1. PERSPECTIVES ON QUALITY ANDEQUITY FROM LARGE-SCALEASSESSMENT STUDIES John Ainleyand Eveline Gebhardt

  2. Outline • Properties of large-scale assessments • Perspectives from NAPLAN: 2008 to 2013 • National changes in reading achievement • Improvements in reading for Indigenous students • Differences in changes across jurisdictions • Messages from PISA • Changes in reading and mathematics achievement • Student background • Jurisdictional changes in reading and mathematics • Variation between and within schools • Summary

  3. Perspectives from NAPLAN

  4. National mean reading scores: 2008-2013

  5. National mean numeracy scores: 2008-2013

  6. The story so far: • Improvement in reading in years 3 and 5 • No change in reading in years 7 and 9 • No significant national change in numeracy at Years 3, 5 (note exception of Queensland), 7 or 9

  7. Changes in mean reading scores:Indigenous and non-Indigenous students

  8. Jurisdictional mean Year 3 reading scores: 2008-2013

  9. Jurisdictional mean Year 5 reading scores: 2008-2013

  10. The story extended: • Improvement in reading in years 3 and 5 • No change in reading in years 7 and 9 • No significant national change in numeracy at Years 3, 5, 7 or 9 • Larger improvement in reading for Indigenous than non-Indigenous students (Years 3 & 5) • Differences among jurisdictions with large increases in: • Queensland • Northern Territory

  11. Interpretation • Emphasis on the early years (school and pre-school) • Programs and resources • Focus on reading in the early school and pre-school years • Programs intended to improve outcomes for Indigenous students • Structural change in Queensland • Introduction of a foundation/preparatory year • Accompanied by a strong school improvement strategy

  12. Messages from PISA

  13. Change in reading literacy:2000 - 2012

  14. Change in mathematical literacy:2003 - 2012

  15. Changes in achievement and student background Reading 2000-2009 Mathematics 2003-2012

  16. Changes in achievement & socioeconomic background (ESCS): overall gradient Reading 2000-2009 Mathematics 2003-2012

  17. The story so far • Modest declines in reading and mathematics among 15 year-olds • Extent of decline is similar for reading and mathematics • Does not appear to be associated with differences in student background.

  18. Jurisdictional change in reading literacy:2000 -2012

  19. Jurisdictional change in mathematical literacy: 2003 -2012

  20. Summary of jurisdictional changes in PISA reading and mathematics Reading change(00-12) Mathematics change (03-12)

  21. The story extended • Modest declines in reading and mathematics among 15 year-olds • Extent of decline is similar for reading and mathematics • Does not appear to be associated with differences in student background • Differences among jurisdictions in the extent of decline • Changes in reading and mathematics achievement appear to run parallel

  22. Variation between and within schools • Variance • dispersion calculated as the mean of the squared deviations of observed values from a mean • total variance made up of: • variance within schools and • variance between schools’ mean scores • Percentages of total variance • Within / total • Between / total • % variance between schools is an indicator of the extent to which schools differ

  23. Between-school variance in reading and mathematics in selected countries

  24. Change in mean mathematics score (2003-12) and change in % between-school variance

  25. The story extended a little further • Modest declines in reading and mathematics among 15 year-olds • Extent of decline is similar for reading and mathematics • Does not appear to be associated with differences in student background • Differences among jurisdictions in the extent of decline • Changes in reading and mathematics achievement appear to run parallel • Declines in Australia associated with larger differences among schools • In general for mathematics larger changes in between school variance are associated with larger declines

  26. Speculation • Differentiation appears to be associated with lower overall achievement (Willms, 2010) • Differentiation among schools may be associated with differentiation in teaching expertise among schools • Possibly a reciprocal relationship arising from attractiveness of schools to teachers • Caution about policies that exacerbate differences.

  27. Thank youQuestionsDiscussion

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