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ERRATA
Unfortunately,
there was an error in one of the analyses used in preparing NEMP
Report 22 (Social Studies Assessment Results 2001). This error did
not affect any results for individual tasks or for trends in student
achievement between 1997 and 2001. It only affected comparisons
of the achievement of subgroups of Year 8 students (boys and girls,
Mäori and non-Mäori students, and students in low, medium, or high
decile schools).
Subsequently
the report has errors on pages 4(a), 4(b),
62(a), 62(b), 63(a)
,63(b) , 64 and 67,
affecting comparisons of the performance of subgroups. Necessary
corrections are indicated below in red
with links to the related pages.
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Pg
4
(Top of col.1 in Report)
- Preface
- Trend Information
TREND
INFORMATION
Chapters
3 to 6 included trend tasks, but because these were thinly spread
across these chapters the trend results have not been reported in
the chapter summaries. Instead, they have been accumulated to report
in this paragraph. At year 4 level, eight trend tasks were administered
in both 1997 and 2001. Averaged across 79 assessed components of
these tasks, 2.5 percent more year 4 students succeeded in 2001
than in 1997. This can be interpreted as a very small gain across
the four years. At year 8 level, also, eight trend tasks were administered
in both 1997 and 2001. Averaged across 82 assessed components of
these tasks, 1 percent fewer year 8
students succeeded in 2001 than in 1997. This difference is so small
that it should be interpreted as no change across the four years.
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Pg
4
(Top of col.3 in Report)
-
Preface - Performance of Subgroups
Patterns
of gender differences also changed between 1997 and 2001. In 2001,
year 4 girls scored better than boys on 7 percent of tasks (none
in 1997) and worse on 17 percent of tasks (14 percent in 1997).
Year 8 girls performed better than boys on 9
percent of tasks (16 percent in 1997) and worse on 6
percent of tasks (32 percentin 1997).
Mäori
and non-Mäori students performed differently on 36 percent
of year 4 tasks in both 1997 and 2001, with non-Mäori students
performing better in almost all cases. At year 8 level, non-Mäori
students performed better than Mäori students on 51
percent of the 2001 tasks (substantially lower than 68 percent in
1997).
The SES index (based on school deciles) showed the strongest pattern
of differences. In 2001, students in low decile schools scored lowest
on 67 percent of the year 4 tasks (53 percent in 1997) and 76
percent of the year 8 tasks (73 percent in 1997). Year 4 students
in low decile schools were, however, distinctly more positive about
studying social studies than their counterparts in medium and high
decile schools.
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Pg
62 (Bottom
of col.1 in Report)
- Performance
of Subgroups - Community Size
For
year 8 students, there was a difference on 2
of the 41 tasks. Students from provincial cities scored lowest
on Timeline (p50). Students from
main centres scored lowest on Link Task
16 (p48), but highest on Timeline
(p50). There were no differences on questions of the Social Studies
Survey.
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Pg
63
(Upper Middle of col.2 in Report)
- Performance
of Subgroups - Student Ethnicity
For
year 8 students, there were differences in performance on 20
of the 35 tasks. Non-Mäori students scored higher than Mäori
students did on 18 of these 20
tasks. These differences were spread evenly across the chapters.
Because of the large number of tasks involved, they are not listed
here. On two tasks Mäori students scored higher: Marae
Meeting (p30) and Link Task 7
(p36). There were no differences on questions of the Social
Studies Survey.
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Pg
63
(Bottom of col.2 in Report)
- Performance
of Subgroups - Socio-economic index
For
year 8 students, there were differences among the three subgroups
on 33 of the 41 tasks. Because of the
number of tasks invloved, the specific tasks are not...
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Pg
64
(Top of col. 1 in Report)
- Performance
of Subgroups - Socio-economic index
listed here. For 31 tasks, performance
was lowest for students in the low SES group, while students in
the high SES group generally performed better than did students
in the medium SES group. On two tasks: Link
Task 7 (p36) and Marae Meeting
(p30), performance of students in the low SES group was highest.
In both cases students in the medium SES group, in turn, performed
better than students in the high SES group. (Paragraph
removed) On the Social
Studies Survey (p60), students in the low SES group were more
positive learning about other places in New Zealand and how people
live there (question 8). Students in the low SES group also reported
more frequent learning in four different areas of social studies:
the way people work together and do things in groups (question 14),
the work people do and how they make a living (question 17), why
people have different ideas (question 18), and living in the future
(question 21).
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Pg
64
(Bottom of col. 2 in Report)
- Performance
of Subgroups - Summary
Patterns
of gender differences also changed between 1997 and 2001. In 2001,
year 4 girls scored better than boys on 7 percent of tasks (none
in 1997) and worse on 17 percent of tasks (14 percent in 1997).
Year 8 girls performed better than boys on 9
percent of tasks (16 percent in 1997) and worse on 6
percent (32 percent in 1997).
Mäori
and non-Mäori students performed differently on 36 percent
of year 4 tasks in both 1997 and 2001, with non-Mäori students
performing better in almost all cases. At year 8 level, non-Mäori
students performed better than Mäori students on 51
percent of the 2001 tasks (substantially lower than 68 percent in
1997).
The
SES index (based on school deciles) showed the strongest pattern
of differences. In 2001, students in low decile schools scored lowest
on 67 percent of the year 4 tasks (53 percent in 1997) and 76
percent of the year 8 tasks (73 percent in 1997). Year 4 students
in low decile schools were distinctly more positive about studying
social studies than their counterparts in medium and high decile
schools.
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Pg
67
(Col. 2 in Report)
- Pacific
Subgroups
YEAR
8 |
Average
(mean) marks for year 4 and year 8 students, attending schools
enrolling at least fifteen percent Pacific students, who are
classified as Pacific students, Mäori students or other
students. |
| |
Pacif.Is.
Mean |
Mäori
Mean |
Other
Mean |
Overall
Std.Dev |
| Equal
and Different |
2.6 |
2.8 |
3.3 |
1.4 |
| Leaders |
3.9 |
4.3 |
4.1 |
1.9 |
| Group
Leaders |
1.3 |
1.3 |
1.4 |
0.8 |
| A
Good Team Member |
5.4 |
5.5 |
5.6 |
1.9 |
| A
New Law |
1.0 |
1.0 |
1.0 |
0.9 |
| MP |
1.7 |
2.4 |
3.0 |
2.0 |
| Link
Task 1 |
5.0 |
4.3 |
4.9 |
2.4 |
| Link
Task 2 |
4.6 |
5.4 |
5.6 |
1.9 |
| Link
Task 4 |
7.4 |
6.2 |
8.7 |
4.5 |
| Treaty |
5.1 |
4.7 |
5.2 |
2.7 |
| Aoteorea |
1.3 |
1.4 |
1.3 |
1.4 |
| Marae
Meeting |
2.3 |
2.3 |
1.2 |
1.5 |
| Special
Days |
2.0 |
2.0 |
2.6 |
1.2 |
| Symbols
of New Zealand |
5.1 |
6.1 |
6.3 |
2.2 |
| Mere's
Whakapapa |
6.6 |
6.5 |
6.5 |
2.5 |
| Mrs
Chia and Eileen |
1.7 |
2.4 |
2.8 |
1.8 |
| Link
Task 6 |
5.1 |
6.1 |
5.4 |
1.9 |
| Link
Task 7 |
12.5 |
14.0 |
11.2 |
3.9 |
| Link
Task 8 |
1.4 |
1.5 |
2.4 |
1.5 |
| Samoan
Family |
6.0 |
6.3 |
4.9 |
3.8 |
| Knowing
NZ |
4.9 |
5.2 |
5.8 |
2.2 |
| New
Zealand's Shape |
1.1 |
1.5 |
1.9 |
1.1 |
| A
Place to Live |
3.2 |
3.7 |
3.3 |
1.9 |
| Where
in the World are We? |
1.8 |
1.8 |
2.9 |
2.2 |
| Link
Task 11 |
4.1 |
4.2 |
4.8 |
1.4 |
| Link
Task 12 |
4.8 |
6.0 |
5.9 |
2.4 |
| Link
Task 13 |
3.7 |
3.3 |
4.1 |
2.1 |
| Time
Line |
11.9 |
13.3 |
14.3 |
3.9 |
| Famous
New Zealanders |
1.7 |
2.1 |
2.2 |
1.1 |
| Early
New Zealanders |
2.3 |
2.4 |
2.6 |
1.7 |
| Rivers |
4.3 |
3.9 |
4.5 |
1.3 |
| NZ
Tourist pamphlet |
3.3 |
2.6 |
2.4 |
2.6 |
| Link
Task 17 |
0.8 |
1.2 |
1.5 |
0.9 |
| Link
Task 18 |
2.8 |
2.4 |
3.3 |
1.8 |
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(several
rows of numbers have been altered)
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