pressing national issues and how principals should respond? barry mcgaw melbourne graduate school of...
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Pressing national issues and how principals should respond?
Barry McGawMelbourne Graduate School of Education, University of MelbourneChair, Australian Curriculum, Assessment and Reporting Authority
Association of Independent Schoolsof South Australia Adelaide, 11 March 2011
Outline of presentation
International indicators of educational performance· Quality· Equity
Improving Australian educational performance· Contribution of reform· Contribution of indicators· Role of the My School website
Minimising risk of perverse impact of indicators
International indicators of educational performance
Quality of students’ achievements
Finl
and
Can
ada
New
Zea
land
Aus
tralia
Irela
ndH
ong
Kon
g-C
hina
Kor
eaU
nite
d K
ingd
omJa
pan
Swed
enA
ustri
aB
elgi
umIc
elan
dN
orw
ayFr
ance
Uni
ted
Stat
esD
enm
ark
Switz
erla
ndSp
ain
Cze
ch R
epub
licIta
lyG
erm
any
Liec
hten
stei
nH
unga
ryPo
land
Gre
ece
Portu
gal
Rus
sian
Fed
erat
ion
Latv
iaIs
rael
Luxe
mbo
urg
Thai
land
Bul
garia
Rom
ania
Mex
ico
Arg
entin
aC
hile
Bra
zil
FYR
Mac
edon
iaIn
done
sia
Alb
ania
Peru
300
350
400
450
500
550
600
Mean reading results (PISA 2000)
Australia tied for 2nd with 8 others
among 42 countries.
OECD (2003), Literacy skills for the world of tomorrow: Further results from PISA 2000, Fig. 2.5, p.76.
Australia’s ranking in OECD/PISA Reading
Reading ranks· PISA 2000: 4th but tied for 2nd
· PISA 2003: 4th but tied for 2nd
· PISA 2006: 7th but tied for 6th
FinlandKorea
CanadaNZ
Hong Kong
PISA 2006
KoreaCanada
NZHong Kong
Finland
PISA 2000
Ahead of Australia
Same as Australia
PISA 2003
Behind Australia
Finland
KoreaCanada
NZ
Hong Kong
Trends in reading performance
470
480
490
500
510
520
530
540
550
560
PISA 2000 PISA 2003 PISA 2006
Australia
Finland
Hong Kong
CanadaNew Zealand
Korea
Poland
Trends in Australian reading performances
300
350
400
450
500
550
600
650
700
PISA 2000 PISA 2003 PISA 2006
95th %ile
OECD (2007), PISA 2006: science competencies for tomorrow’s world, Vol. 1 - analysis, Fig. 6.21, p.319.
5th %ile
90th %ile
10th %ile
75th %ile
25th %ile
Mean
Australia’s ranking in mathematics and science
Mathematics• PISA 2000 6th among 42 countries but tied for 3rd
• PISA 2003 11th among 40 countries but tied for 5th
• PISA 2006 13th among 57 countries but tied for 9th
Science• PISA 2000 8th among 42 countries but tied for 3rd
• PISA 2003 6th among 40 countries but tied for 4th
• PISA 2006 8th among 57 countries but tied for 4th
Equity in students’ achievements
-15.0 -10.0 -5.0 0.0 5.0 10.0 15.0400
425
450
475
500
525
550
575
534
473
504
491
475
531
522
486
New Zealand
487
474
488
503512
Social equity (OECD regression slope - country regression slope)
Sci
en
ce li
tera
cySocial gradients for science (PISA 2006)
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
High qualityLow equity
High qualityHigh equity
Low qualityLow equity
Low qualityHigh equity
-10.0 -8.0 -6.0 -4.0 -2.0 0.0 2.0 4.0 6.0 8.0 10.0400
425
450
475
500
525
550
575
527
510
495
516
504
491
508
475
531
522
410
525530
488
503
424
Social equity (% variation accounted for: OECD-country)
Sci
en
ce li
tera
cySES-science correlations (PISA 2006)
OECD (2007) PISA 2006: science competencies for tomorrow’s world, Vol 1 – analysis, Figure 4.6, p.184.
High qualityLow equity
High qualityHigh equity
Low qualityLow equity
Low qualityHigh equity
Belg
ium
Germ
any
Hungary
Aust
ria
Pola
nd
Gre
ece
Cze
ch R
epublic
Italy
Sw
itze
rland
Mexi
co
Port
ugal
United S
tate
s
Luxe
mbourg
United K
ingdom
Aust
ralia
New
Zeala
nd
Kore
a
Denm
ark
Canada
Irela
nd
Spain
Norw
ay
Finla
nd
Sw
eden
Icela
nd -80
-70-60-50-40-30-20-10
0102030405060708090
100110
Variation in reading performance (PISA 2000)
Variation of performance between
schools
Variation of performance within schools
OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.
Variation in reading performance (PISA 2000)
Variation explained by social background of students
Variation of performance within schools
OECD, UNESCO (2003), Literacy skills for tomorrow’s world: further results from PISA 2000, Table 7.1a, p.357.
Variation not explained by social background of students
68%32%
The storyline so far…
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and to some extent absolutely
· Equity is relatively low & schools contribute to this
Improving Australia’s educational performance.
Improving Australia’s educational performance
Contribution of reform· National curriculum· Teacher and school development
Contribution of indicators· National Assessment Program (NAP)
Sample-based surveys Science ICT Literacy Civics and citizenship
Full-cohort assessments Literacy and Numeracy (NAPLAN)
My School website
Development of the national curriculum
Curriculum development process
2008 2009 2010 2011 2012
Shape Papers
Interim National Curriculum Board established
Australian Curriculum, Assessment and Reporting Authority established
K-10 English, Mathematics, Science, History
Revisions and consultation
Preparation for implementation
Draft out for comment
Implementation
Other subjects following
Sequence of curriculum development
Phase 1· English, mathematics, science, history
Phase 2· Geography, languages other than English, the arts
Phase 3· Economics, business, civics and citizenship, health and
physical education, design and technology, information and communications technology
General issues faced
Getting the model right – ‘learning entitlements’· Disciplines with specifications of content· General capabilities· Current priorities to ensure coverage
Getting the content right· Developmental sequences· Avoiding too much differentiation
Dealing with interstate differences· In style of curriculum· In extent of centralisation
Matching the best in the world www.australiancurriculum.edu.au
Development of schools and teachers
Improving Australia’s educational performance
Contribution of reform· National curriculum· Teacher and school development
Contribution of indicators· National Assessment Program (NAP)
Sample-based surveys Science ICT Literacy Civics and citizenship
Full-cohort assessments Literacy and Numeracy (NAPLAN)
My School website (www.myschool.edu.au)
The storyline so far…
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and, to some extent, absolutely
· Equity is relatively low & schools contribute to this
Improving Australian education· Curriculum reform
Defining clear learning entitlements Setting high expectations for all
· Teacher development· Use of ‘fair’ comparisons among schools
Learning from others doing better in similar circumstances
Minimising the risk of perverse impact of indicators.
Minimising risk of perverse consequences
Ensuring appropriateness of NAPLAN tests· Preparing students for tests
Ensuring familiarity is all that practice can add
· Literacy and numeracy are developed in full curriculum· Broadening the literacy and numeracy tests
Test a broader range of content and skills Have different students take different tests
· Curriculum provides public declaration of students’ full learning entitlements
Ensuring appropriateness of like-school comparisons· Socio-educational advantage without ecological fallacy· Taking account of special sub-populations in schools
The full storyline
Messages from international indicators· Quality is high in Australian schools but
slipping relatively and, to some extent, absolutely
· Equity is relatively low & schools contribute to this
Improving Australian education· Curriculum reform
Defining clear learning entitlements Setting high expectations for all
· Teacher development· Use of ‘fair’ comparisons among schools
Learning from others doing better in similar circumstances
Balancing benefits and risks
[email protected] www.acara.edu.au