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Fifteen
of the assessment tasks presented students with information to be displayed
in a graph, table or map and instructions for preparing the graph, table
or map. In some cases, much of the graph, table or map was provided,
and the student was to incorporate the additional information. In other
cases,
a framework was provided, but students were asked to add data,
title, axis labels or value labels.
Nine tasks were identical for year 4 and year 8 students. Two of these
are trend tasks (fully described with data for both 1999 and 2003),
three are released tasks (fully described with data for 2003 only),
and four are link tasks (to be used again in 2007 so only partially
described here). Two other tasks, including one trend task and one link
task, were attempted only by year 4 students. The remaining four tasks,
including two trend tasks and two link tasks, were attempted only by
year 8 students.
These tasks were presented to students in two formats. Nine tasks were
presented in station format and the remaining six tasks were presented
in independent format.
The task details and results for trend tasks are presented in the first
section, followed by the task details and results for released tasks.
The third section contains a little task information and the results
for the link tasks. Within each of the three sections, tasks used with
both year 4 and year 8 students are presented first, followed by tasks
used only with year 4 students and then by tasks used only with year
8 students.
Comparing results for year 4 and year 8 students
Averaged across 68 task components used with both year 4 and year 8
students, 63 percent of year 8 students produced correct responses compared
to 24 percent of year 4 students. This indicates that, on average, students
have made substantial progress between year 4 and year 8 in the skills
assessed by the tasks. A quarter of these task components were answered
successfully by at least 90 percent of year 8 students. Students at
both levels were least successful in providing titles and appropriate
labels for axes and values, seeming to believe that it was sufficient
to display the data.
Trend results: comparing 1999 and 2003 results
Three trend tasks involving a total of 14 components were administered
to year 4 students in both the 1999 and 2003 assessments. More 2003
than 1999 students succeeded on one component, while more 1999 than
2003 students succeeded on 13 components. Averaged across the 14 components,
eight percent fewer students succeeded in 2003 than in 1999. This indicates
a decline in the success rate for year 4 students between 1999 and 2003.
Four trend tasks involving 25 task components were administered to year
8 students in both the 1999 and 2003 assessments. More 2003 than 1999
students succeeded on seven components, while more 1999 than 2003 students
succeeded on 13 components. Averaged across the 25 components, one percent
fewer students succeeded in 2003 than in 1999, indicating no meaningful
change for year 8 students between 1999 and 2003.
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