1304.6 - Tasmanian Key Indicators, May 2010
ARCHIVED ISSUE Released at 11:30 AM (CANBERRA TIME) 18/06/2010
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(a) NAPLAN tests were equated so that the 2009 results can be compared with those for 2008. Equating enables the results from NAPLAN tests in different years to be reported on the same achievement scale. Equating one test with another is a complex procedure and involves some degree of statistical error. For this reason, there may be minor fluctuations in the average NAPLAN test results from year to year when, in reality, the level of student achievement has remained essentially the same. It is only when there is a meaningful change in the results from one year to the next, or when there is a consistent trend over several years, that statements about improvement or decline in levels of achievement can be made confidently. Some caution is required when interpreting changes in the performance across 2008 and 2009.
(b) Exempt students were not assessed and are deemed not to have met the national minimum standard. Participation rates are calculated as all assessed and exempt students as a percentage of the total number of students in the year level, as reported by schools, which includes those absent and withdrawn.
(c) While Tasmanian education underwent a significant restructure of post year 10 education in 2009, processes were undertaken, by the Tasmanian Department of Education, to ensure that data provided fully complied with collection definitions. See notes section of Schools, Australia, Preliminary, 2009 (ABS cat. no. 4220.0) for more details.
More Detailed Source Information
National Assessment Program - Literacy and Numeracy (NAPLAN) 2009 : Achievement in Reading, Writing, Language Conventions and Numeracy Final Report, Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA):http://www.mceecdya.edu.au/
Schools, Australia (ABS cat. no. 4221.0)
Schools, Australia, Preliminary (ABS cat. no. 4220.0)
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