How are New Zealand students progressing?
Page links: NEMP | TIMSS | PIRLS | PISA
The Ministry of Education monitors the education system and how our students are progressing by taking part in different studies. They include national studies such as NEMP (years 4 and 9) and international studies such as TIMSS (maths and science at years 5 and 9), PIRLS (reading literacy for year 5), and PISA (reading, maths, and science for 15-year olds).
These studies help the Ministry to:
- compare the performance of New Zealand students with those overseas
- evaluate its progress towards raising achievement
- develop policy and make decisions about educational resources.
National Education Monitoring Project (NEMP)
The Ministry of Education contracts Otago University to undertake this project.
Purpose
It gives teachers, principals, and the public a snapshot of achievement by identifying national trends in education within New Zealand. It shows what students know and can do in years 4 and 8.
Participants
A random sample of students in year 4 and year 8 from schools throughout New Zealand. The sample makes up 2.5 percent of the students in those years, plus 120 students from Māori immersion schools and 120 Pasifika students.
Frequency
Subjects are assessed every four years.
More information
An example of the sort of information that is gained from NEMP is given below. For science in 2003, two of the suggestions for improvement are:
- Make greater use of the outdoors environment and everyday practical situations and materials throughout all strands, with emphasis on exploration, observation, investigation and reasoning.
- Constantly encourage and build students' abilities and confidence to talk about and discuss scientific ideas and understandings.
See the National Education Monitoring Project (2004) website.
Trends in International Mathematics and Science Study (TIMSS)
Purpose
TIMSS examines student achievement in maths and science at years 5 and 9. It provides comparisons between countries and monitors trends over time. Forty-six countries participated at the year 9 level and 25 of these also participated at the year 5 level.
Frequency
Held every four years. The first was in 1994/95.
Findings for TIMSS 2002/03
Year 5: New Zealand was one of 15 countries that took part in TIMSS both in 1994/95 and 2002/03 at the year 5 level. Over that period, New Zealand has been one of six countries to show a significant improvement in maths amongst its year 5 students, and one of nine countries to show a significant improvement in science amongst its year 5 students.
Year 9: New Zealand was one of 18 countries that took part in this study both in 1994/95 and 2002/03 at the year 9 level. New Zealand's year 9 students have maintained their performance in maths and science achievement over that period.
One of New Zealand's challenges is that while many of our students are achieving at an advanced level in maths and science, we also have a relatively high proportion that are not doing so well. However, evidence from TIMSS indicates that strategies put in place over the last few years to improve teaching and learning in maths and science are having an impact. TIMSS 2002/03 found a significantly smaller proportion of students in the lower levels of proficiency for maths and science than previously.
More information
- For national reports, see TIMSS home page
- For international reports, see TIMSS and PIRLS International Study Center
Progress in International Reading Literacy Study (PIRLS)
Purpose
PIRLS examines the reading skills and abilities of year 5 students. It assesses the reading literacy of year 5 students and whether they have sufficient skills to make the most of learning throughout their schooling. Thirty-five countries participated in the 2001 study.
Frequency
Held every five years. The first was in 2001.
Findings
The average reading score for New Zealand students was significantly above the international average for reading. It was similar to countries such as the Czech Republic, Scotland, Singapore, and France. Yet the range of scores for New Zealand was wider than the range for most high performing countries; while we have a high proportion of students achieving at the highest levels, a relatively large proportion of our low achieving students are achieving at very low levels.
More information
- For national reports, see Progress in International Reading Literacy Study – PIRLS
- For international reports, see TIMSS and PIRLS International Study Center
Programme for International Student Assessment (PISA)
Purpose
PISA uses real-life situations to assess the literacy of 15-year-olds in terms of reading, maths, and science. Forty-one countries took part in the 2003 study, 30 of which were members of the OECD.
Frequency
Held every three years. The first assessment was held in 2000.
Findings
New Zealand students achieved very high average scores for reading, maths, and science in PISA 2000 and maintained this performance in PISA 2003. In both years, New Zealand students performed well above the average for all countries that took part. Our performance was similar to countries such as Australia, Canada, and Japan. Problem-solving was assessed for the first time in PISA 2003 and New Zealand students achieved a very high average score.
PISA shows that while New Zealand has a high proportion of students (relative to other countries) performing in the top levels for reading and maths, there is a significant proportion with only very basic skills and knowledge. This group will not be as well prepared to meet the challenges of today's knowledge society.
The study shows that students who enjoy a subject and feel confident about their abilities tend to achieve better results.
More information
- For national reports and summaries see PISA home page
- For international reports see OECD PISA