REPORTING STUDENT
OUTCOMES PROJECT
WORKSHOP
February 2005
Workshop Outline
1.
2.
3.
4.
5.
6.
7.
Background
Project Implementation
Matching Student Data to Test Results
Timeframe
Frequently Asked Questions
Further Assistance
Discussion and Questions
Background
To Reporting Student Outcomes
Project
MCEETYA Decisions 1999
•
Endorsement of National Goals for Schooling in
the 21st Century
•
Agreement to develop key performance
measures in eight priority areas
•
Establishment of Performance Measurement and
Reporting Taskforce (PMRT)
Reporting by
student group
The National Goals for Schooling state that
students’ outcomes from schooling should be free
of negative forms of discrimination based on sex,
language, culture and ethnicity, religion or
disability; and of differences arising from
students’ socio-economic background or
geographic location
Purpose of nationally
comparable data
Inform Australian parents of progress
towards attainment of National Goals:
•
Improving outcomes for all students, especially
those who are educationally disadvantaged
•
Increased public confidence in school education
•
Measuring change and comparing student
outcomes over time
Key Performance Measures
1.
Literacy
2.
Numeracy
Science
Civics and citizenship education
Information and communication technology
3.
4.
5.
6.
7.
8.
Student participation and attainment
Vocational education and training in schools
Enterprise education
Sources of
Performance Data
•
Annual, full-cohort testing (literacy and numeracy
at Years 3, 5 and 7)
•
Triennial national sample assessments (science
at Year 6, ICT at Years 6 & 10, civics & citizenship
education at Years 6 & 10)
•
Triennial assessment through OECD Programme
for International Student Assessment (PISA) in
reading, numeracy and science for 15 year-olds
National Definitions
Nationally consistent definitions developed to
enable reporting on the progress of students
by:
•
Sex
•
Indigenous status
•
Language background
•
Socioeconomic background
•
Geographic location
(An agreed definition for Students with
disabilities is still under consideration)
Data Required
• Sex
• Indigenous status
• Language Background
– Main language spoken in the home
– Country of birth
• Socioeconomic Background
– Parental school and non-school education
– Parental occupation
How the information will be
collected
• For 2005
Special data collection forms for years 3,5 and 7
Student test forms for years 6 and 10 students
• For 2006
Integrate data collection process with the
enrolment process
Decide whether to collect the data for all students
or only the students in the target years
Project Implementation
Does My School Have to be
Involved?
• Secondary – no (data only applies for Years
3,5 and 7)
• Linked to Commonwealth funding for the
2005 – 2008 quadrennium
• Schools have a legal Agreement with the
Commonwealth for funding
• This project is part of the accountability
requirements for funding
Data Implementation Manual
• MCEETYA DATA IMPLEMENTATION MANUAL
FOR ENROLMENTS FOR THE 2005 AND 2006
SCHOOL YEARS
• The purpose of the manual is to provide
information to assist schools and school systems
to make the changes to enrolment forms and
associated data collection and storage processes
• Available at www.mceetya.edu.au/public/dm.htm
• Hard copy sent to each school in late 2004
Data Implementation Manual
The Data Implementation Manual provides:
• A clear statement of tasks to be undertaken,
when and why
• A set of “question modules” to be
incorporated into enrolment forms
• Indicative layouts for enrolment forms
• Detailed technical specifications
How the information will be
collected
• Via enrolment forms
• Years 3, 5, 6 & 7 students’ sex, Indigenous status, language
background and socioeconomic background
• Via student test forms
• Year 10/15 years old students as above plus geographic
location
• Via other means
• Geolocation for Years 3, 5, 6 & 7 will be derived from the
school’s address
• No action is required by schools
Information collected via
enrolment forms
• Sex
• Indigenous status
• Language background
• LBOTE or non-LBOTE
• Main language other than English spoken in the
home
• Country of birth
• Socioeconomic background
• Parental educational attainment
• Parental occupation
Sex
• Coding Structure –
1
2
Male
Female
• Note – data must be stored as code; not
“male” female” or “m” “f”
Indigenous Status
•
•
1
2
3
4
9
Two options for question to collect this data (refer to
Manual page 10)
Coding Structure –
Aboriginal but not Torres Strait Islander Origin
Torres Strait Islander but not Aboriginal Origin
Both Aboriginal and Torres Strait Islander Origin
Neither Aboriginal nor Torres Strait Islander Origin
Not stated/Unknown
Note: the not stated/unknown category is not to appear
as an option for answering the question on forms
Parental School Education
•
4
3
2
1
0
Code structure
Year 12 or equivalent
Year 11 or equivalent
Year 10 or equivalent
Year 9 or equivalent or below
Not stated/unknown
To be collected for both mother/parent
1/guardian 1 and father/parent 2/ guardian 2
Parental non-school education
•
7
6
5
Code structure
Bachelor degree or above
Advanced diploma/Diploma
Certificate I to IV (including trade
certificate)
8 No non-school qualification
0 Not stated/Unknown
Parental Occupation Group
•
•
1
2
3
4
8
9
Parent should provide a group number – not the
actual occupation (4 groups)
Code structure
Senior Management etc
Other business managers etc
Tradesman/women etc
Machine operators etc
Not in paid work in last 12 months
Not stated or unknown
Main Language other than English
Spoken at Home
• Two options for the question
• Option 1 is a tick the box based on the most
common languages for a particular state/territory
(refer to page 48 for the Queensland list) or a
school could use its own list.
• Option 2 asks for specification of the language
• Option 2 involves a more complex and time
consuming coding process at the school level
Main Language other than English
Spoken at Home
• Coding Structure
• There will be a four digit code based on the
Australian Standard Classification of Languages
(refer Attachment 6 of the Manual)
• Note: there are over 2,600 languages listed in the
Classification!
• Example - 1301 – German
• Suggestion – put the codes on the form next to
the boxes if using Option 1 question – this will
make it easier for data input
Country of Birth
• Two options for the question
• Option 1 is a tick the box based on the most
common countries for a particular state/territory
(refer to page 54 for the Queensland list) or a
school could use its own list.
• Option 2 asks for specification of the country
• Option 2 involves a more complex and time
consuming coding process at the school level
Country of Birth
• Coding Structure
• There will be a four digit code based on the
Australian Standard Classification of
Countries (refer Attachment 6 of the
Manual)
• Note: there are nearly 1400 countries listed
in the Classification!
• Example - 1201 – New Zealand
Actions for Schools
Key steps
1.
Check privacy requirements
2.
Revise enrolment forms
3.
Revise data storage
4.
Collect the information
5.
Provide data to testing agent
Privacy legislation
• Privacy legislation does not prevent schools
from collecting information on student
characteristics for national reporting purposes
• Schools may need to review and revise their
privacy policies and documentation for
parents
• Privacy compliance manual available on
AISQ’s Docushare :
http://docushare/aisq.qld.edu.au
Information for Parents
• An information brochure is available for
distribution to parents
Revise enrolment forms
• Agreed question modules are in the Manual
• Critical that agreed wording be used to ensure
national comparability
• In some cases, there are two alternative question
modules – schools may choose the one they
prefer
Revise data storage
• To ensure student data record includes all fields
on background characteristics
• To ensure the fields match the response options
on the enrolment forms
• Establish processes for entering data into
computer files
Software Update
If your school is using software provided by a
supplier (eg Maze, PC Schools, Synergetic, Quad,
TASS, School Pro)
Each of the suppliers has been notified of the new
requirements. Each supplier has indicated that software
will be updated to include the necessary fields.
Upgrading dates varies but most indicate early 2005.
Most suppliers have indicated that the upgrade will be
provided at no cost.
If You Do Not Have Software
If you do not have specific software (eg
using Excel or Access or a own school
produced system)
• You will need to update your system to
incorporate the necessary fields.
• AISQ can supply an Excel or Access
version of a system to store the necessary
data in the required fields.
Collect the information
Review school procedures for:
•
Distribution and collection of enrolment forms
•
Handling queries from parents
•
Checking forms for completeness and
accuracy
•
Following up with parents if forms are
incomplete
Collect the information
•
Schools which collect student background data
only at time of students’ initial enrolment (usually
P/1 or 7/8) will need to conduct supplementary
surveys so that they have the relevant details for
students in Years 3, 5 & 7
•
Schools selected to participate in Year 6 national
sample assessments will also need to collect
information from parents of Year 6 students
MATCHING STUDENT DATA TO
TEST RESULTS
Link data to test forms
AISQ (along with EQ and QCEC)
have been working with the
Queensland Studies Authority in
relation to the means by which
student data will be linked to test
results.
For 2005
• Schools will be asked to supply the data to
QSA in an Excel spreadsheet (by email)
• QSA will supply the spreadsheet
• It should be possible to simply cut and
paste from a downloaded file from the
school’s database into the spreadsheet
• Or alternatively, schools will be apply to
directly input the required data into the
spreadsheet
For 2005
• The data required in the spreadsheet will
include the school code, the school student
ID (if applicable), student name, and the
relevant student data coded
• Matching will principally be done on student
name
For 2006
• It is QSA’s intention to extend the webbased Registration of Young People
database to include P – 9 students in order
to capture the necessary data
• This would mean a fairly simple upload of
the required data to the QSA system or
where uploading is not possible, simple
web-based data input
For 2006
• However, there are some issues –
QSA estimates the cost of extending the RYP
system to P – 9 students is in the vicinity of $2.5
million. Proceeding with this will depend on the
Government allocating the necessary funding
Secondly, this virtually would mean the
implementation of a unique student ID for all
students (this is Queensland Government policy),
however, the independent sector has difficulties
with this
For 2006
• If the RYP system is not extended to be
ready for 2006, the system used in 2005
would more than likely be used again.
• AISQ will keep schools informed of
progress in the development of the required
systems for 2005 and 2006
LANA Tests
• For schools doing the LANA testing as an
alternative to that provided by QSA, data
will need to be transmitted to ACER.
• There has been no indication as to how this
will be undertaken in 2005 or 2006.
• Schools should be in contact with ACER
about this issue (AISQ will also be contact
and keep schools informed).
TIMEFRAME
Implementation timeline
In 2005, collect student background information for:
• Incoming enrolments
• Year 3, 5 and 7 students participating in literacy
and numeracy testing
• Year 6 students in selected sample schools for
ICT knowledge and skills testing
FREQUENTLY ASKED
QUESTIONS
For Parents
• Why is this information being collected?
• What are my family’s legal rights to privacy in
regard to the information the school has
requested from us?
• Why is the school asking for my occupation
details again, as I have already provided this
information?
• I am the guardian of a child, but one or both of
his/her real parents are alive. Who should answer
these questions?
For Schools
• What should a school do if a parent refuses
to complete the questionnaire?
• Are secondary schools required to collect
the additional data?
• How will the data collection process change
after this year?
• How frequently does a school need to
revise the data it collects?
For Schools
• What is the reference to coding structure in
the Data Implementation Manual all about?
• What do I need to know about the coding
structure so that I can process the
information I receive from parents?
• What is the difference between Sample A
ad Sample B Data Collection Forms which
are included in the Data Implementation
Manual?
Assistance for schools
Support materials
•
•
•
•
•
•
•
Privacy Compliance Manual
Parent information brochure
Information slide show
Data collection form (2 samples)
Data entry program (if required)
FAQ’s for schools
Telephone/email support
HELP LINES
• Email
[email protected]
• Telephone 3228 1515
David Robertson
Deidre Thian
Robyn Collins
Help
• If you are having difficulties, AISQ staff can
be made available for a school visit to
assist.
• Contact David Robertson to discuss further
– 3228 1515
Practical considerations
•
•
•
•
•
•
•
•
•
Resource implications for schools
School compliance
Parent compliance
Who should complete the form?
Enrolment data software systems
Training for school staff
FFPOS
Indigenous students
Multi-lingual documentation
Questions and Discussion
Descargar

Document