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Assessment Projects and Tools: System Level
This is an overview of some of the tools that can be used for gathering
assessment information at the systems level.
There are a number of tools available for gathering assessment information
at the systems level. These include participation in various international projects
and through the National Education
Monitoring Project (NEMP). Besides providing overall measures of achievement,
the international projects and the NEMP project allow comparisons to be made of
specific groups, for example, between boys and girls, or between students of different
ethnicity. In addition participation in international projects allows comparisons
of New Zealand students' achievement and learning contexts with those of other
countries.
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Trends
in International Mathematics and Science Study - TIMSS 1999
TIMSS 1999 provides a description of student achievement in mathematics
and science at years 5 and 9. The study enables information about
teaching and learning at both national and international levels
to be collected. The associated investigation of curricula and teaching
and classroom practices enables achievement to be placed in context,
and provides a basis for the examination and review of existing
practices.
http://timss.bc.edu/timss1999.html
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Progress
in International Reading Literacy Study (PIRLS)
The focus of PIRLS is the reading literacy of year 5 students. The
project provides information about whether, at 9 years of age, students
have sufficient fundamental literacy skills to enable them to make
the most of learning throughout their schooling and beyond. The
study is conducted every four years and is designed to provide information
that can help give direction to schools' instructional efforts,
provide insights into curriculum strengths and weaknesses, and examine
other factors surrounding the acquisition of reading literacy.
http://timss.bc.edu/pirls2001.html
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Programme
for International Student Assessment (PISA)
PISA aims to assess how far students approaching the end of compulsory
education (at age 15 years) have acquired some of the knowledge
and skills that are essential for full participation in society.
Three domains form the core of each cycle: reading literacy, mathematical
literacy, and scientific literacy. Assessments are carried out every
three years.
http://www.pisa.oecd.org
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Use
of System Level Information
Information gathered through NEMP and international projects
can be used formatively at both system and school level. Such information:
- enables teachers, principals, the public, and policy makers to benchmark the performance of students against those from other developed countries;
- contributes to the evaluation of progress towards raising achievement ; and
- informs focused and responsive policy development, and decisions related to resource development and allocation.
The Ministry of Education is developing and refining strategies
associated with maximising effective formative use of information
at a system level effectively communicating findings to schools
so that they can be used to examine performance against external
standards and inform school development, see Education Gazette
article, National
Assessment Policies and Programmes.
http://www.edgazette.govt.nz/articles/show_articles.php?id=5174
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