|
The
2000 technology assessments included eighteen assessment tasks classified
as relating to technological capability.
Eight
of the eighteen tasks were identical for year 4 and year 8 students,
and two more had very minor modifications from year 8 to year 4. Three
of the remaining tasks were administered only to year 4 students, and
five only to year 8 students.
Seven
are trend tasks (fully described with data for both 1996 and 2000),
six are released tasks (fully described with data for 2000 only), and
five are link tasks (to be used again in 2004, so only partially described
here).
The
task details and results for the seven trend tasks are presented in
the first section, followed by the task details and results for the
six released tasks. The third section contains some task information
and the results for the five link tasks.
Comparing
results for year 4 and year 8 students
Averaged across 87 task components, 14 percent more year 8 than year
4 students or teams produced correct or strong responses. This indicates
that, on average, students have made useful progress between year 4
and year 8 in the skills and understandings assessed by the tasks. Gains
were generally greatest on task components requiring explanation or
justification.
Trend
results: comparing 1996 and 2000 results
Seven trend tasks were administered to students in both the 1996 and
2000 assessments. Four tasks involving a total of 42 components were
administered to year 4 students. Results in 2000 were similar to those
in 1996, with the 2000 students averaging 2 percent higher than the
1996 students across the 42 components. Five tasks involving a total
of 50 components were administered to year 8 students. Results in 2000
were similar to those in 1996, with the 2000 students averaging 1 percent
higher than the 1996 students across the 50 components.
|
