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Labour, education and skills: Building a clever Australia

Labour, education and skills: Building a clever Australia. Barry McGaw Melbourne Graduate School of Education, University of Melbourne Chair, Australian Curriculum, Assessment and Reporting Authority. Sydney, 15 Sep 2010.

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Labour, education and skills: Building a clever Australia

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  1. Labour, education and skills: Building a clever Australia Barry McGawMelbourne Graduate School of Education, University of MelbourneChair, Australian Curriculum, Assessment and Reporting Authority Sydney, 15 Sep 2010 Natstats 2010 – Measuring what counts: Economic development, wellbeing and progress

  2. Outline of presentation • International indicators of educational performance • Quality • Equity • Improving Australian educational performance • Contribution of reform • Contribution of indicators • Role of the My School website • Minimising risk of perverse impact of indicators

  3. International indicators of educational performance

  4. Quality of students’ achievements

  5. Mean reading results (PISA 2000) Australia tied for 2nd with 8 othersamong 42 countries. OECD (2003), Literacy skills for the world of tomorrow: Further results from PISA 2000, Fig. 2.5, p.76.

  6. Australia’s ranking in OECD/PISA Reading PISA 2003 PISA 2000 PISA 2006 Finland FinlandKoreaCanadaNZHong Kong Finland Ahead of Australia KoreaCanadaNZHong Kong KoreaCanadaNZ Same as Australia Hong Kong Behind Australia • Reading ranks • PISA 2000: 4th but tied for 2nd • PISA 2003: 4th but tied for 2nd • PISA 2006: 7th but tied for 6th

  7. Trends in reading performance Korea Finland Hong Kong Canada New Zealand Australia Poland

  8. Trends in Australian reading performances 95th %ile 90th %ile 75th %ile Mean 25th %ile 10th %ile 5th %ile OECD (2007), PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.

  9. Australia’s ranking in mathematics and science

  10. Equity in students’ achievements

  11. Social gradients for science (PISA 2006) High quality High equity High quality Low equity Low quality Low equity Low quality High equity OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.

  12. SES-science correlations (PISA 2006) High quality High equity High quality Low equity Low quality Low equity Low quality High equity OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.

  13. Variation in reading performance (PISA 2000) Variation of performance within schools Variation of performance between schools OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.

  14. Variation in reading performance (PISA 2000) Variation of performance within schools 68% 32% Variation explained by social background of students Variation not explained by social background of students OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.

  15. The storyline so far… • Messages from international indicators • Quality is high in Australian schools • Equity is relatively low & schools contribute to this

  16. Improving Australia’s educational performance.

  17. Improving Australia’s educational performance • Contribution of reform • National curriculum • Teacher and school development • Contribution of indicators • National Assessment Program (NAP) • Sample-based surveys • Science • ICT Literacy • Civics and citizenship • Full-cohort assessments • Literacy and Numeracy (NAPLAN) • My School website

  18. Primary school with disadvantaged students

  19. My School 2010 – school result (format being considered)

  20. My School 2010 – comparisons (format being considered)

  21. Comparison with other disadvantaged schools

  22. There is a very clever and clear display being proposed for 2010 in place of the one in the previous slide.

  23. Focusing on distribution not particular cut points

  24. The storyline so far… • Messages from international indicators • Quality is high in Australian schools • Equity is relatively low & schools contribute to this • Improving Australian education • Curriculum reform • Defining clear learning entitlements • Setting high expectations for all • Teacher development • Use of ‘fair’ comparisons among schools • Learning from others doing better in similar circumstances

  25. Minimising the risk of perverse impact of indicators.

  26. Minimising risk of perverse consequences • Ensuring appropriateness of NAPLAN tests • Preparing students for tests • Ensuring familiarity is all that practice can add • Literacy and numeracy are developed in full curriculum • Broadening the literacy and numeracy tests • Test a broader range of content and skills • Have different students take different tests • Curriculum provides public declaration of students’ full learning entitlements • Ensuring appropriateness of like-school comparisons • Socio-educational advantage without ecological fallacy • Taking account of special sub-populations in schools

  27. The full storyline • Messages from international indicators • Quality is high in Australian schools • Equity is relatively low & schools contribute to this • Improving Australian education • Curriculum reform • Defining clear learning entitlements • Setting high expectations for all • Teacher development • Use of ‘fair’ comparisons among schools • Learning from others doing better in similar circumstances • Balancing benefits and risks of indicators

  28. barry.mcgaw@mcgawgroup.org www.acara.edu.au

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