Territory Stories

Annual Report 1991 Department of Education

Details:

Title

Annual Report 1991 Department of Education

Other title

Tabled Paper 1288

Collection

Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT

Date

1992-11-26

Description

Deemed

Notes

Made available by the Legislative Assembly of the Northern Territory under Standing Order 240. Where copyright subsists with a third party it remains with the original owner and permission may be required to reuse the material.

Language

English

Subject

Tabled papers

File type

application/pdf

Use

Copyright

Copyright owner

See publication

License

https://www.legislation.gov.au/Details/C2021C00044

Parent handle

https://hdl.handle.net/10070/307648

Citation address

https://hdl.handle.net/10070/339072

Page content

Level 1, for students planning to continue to matriculation Mathematics (496 students) Level 2, for those studying the mainstream course (744 students) Level 3, the core course, which was entered by 484 students. In addition, 1 736 students sat for two English papers. The examinations accounted for thirty per cent of the total assessment for each student, while the remaining seventy per cent was derived from externally moderated school assessment. Each school received the individual results of its own students, as well as a Territory-wide summary for comparison. A question-by-question analysis was included in the data to enable each school to identify its own strengths and weaknesses. Centrally, the data was similarly used to analyse areas of strength and weakness across the system as a guide for curriculum and resource planning. As in previous years, the correlation between the results of the Common Instruments of Assessment and moderated results was not high. This provided evidence that the variety of components which were used enhanced the validity of the assessment by ensuring the incorporation of a range of factors not measurable by examinations or moderation alone. In addition, the data again confirmed that on both the moderated school assessment and the Common Instruments of Assessment for English, female students performed significantly better than males. In Mathematics, there was no significant difference on the moderated components, with females performing only a little better than males. However, a higher proportion of males completed a Level 3 assessment, while a higher proportion of females completed Level 2, with a similar proportion of females completing Level 1. AUSTRALIAN EDUCATION COUNCIL SUBJECT PROFILES IN MATHEMATICS The Northern Territorytogether with New South Wales (the host state), Victoria and Tasmaniadeveloped a Mathematics Profile covering Years 1 to 10 under the management of the Australasian Co-operative Assessment Program (ACAP). The profile, based on the national document A Statement on Mathematics for Australian Schools, defined six levels of achievement. Within each level and within each strand or element of mathematics, a set of pointers to achievement was developed, with annotated student work samples used as examples of achievement. The pointers and the work samples, indicating the standard for each level, were developed basically as a tool for reporting which could assist teachers to make consistent judgements about student performance. In 1992, the profile will be piloted in a sample of urban and Aboriginal 49 1991