The primary aim of this report is to examine the performance of Australia’s Indigenous students w... more The primary aim of this report is to examine the performance of Australia’s Indigenous students who participated as part of the early secondary school (Year 8) cohort of the IEA Trends in International Mathematics and Science Study (TIMSS 2003). The performance of Indigenous students in this report has been compared to that of Australia’s non-Indigenous students across a number of variables that are known to affect student achievement in TIMSS generally (Martin, Mullis, Gonzalez & Chrostowski, 2004; Mullis, Martin, Gonzalez & Chrostowski, 2004). In total, 562 Year 8 Indigenous students from 207 schools across Australia participated in the study. Indigenous status in the report includes both Australian Aboriginal and Torres Strait Islander people. The analyses in this report categorised Indigenous students according to variables including gender, the student’s state and geographic location, student background characteristics and attitudes to learning, education resources in students’...
This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Resul... more This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance
Australia hasn\u27t performed well at maths and science recently. We\u27re about to find out if w... more Australia hasn\u27t performed well at maths and science recently. We\u27re about to find out if we\u27ve improved
ACER is a lead institution. She is also Research Director for the National Surveys research progr... more ACER is a lead institution. She is also Research Director for the National Surveys research program at ACER, overseeing Australia’s participation in all international and national sample surveys. Dr Thomson has also fulfilled the roles of National Research Coordinator for Australia in the International
4 and 8, and as the National Project Manager for Australia for the OECD Programme for Internation... more 4 and 8, and as the National Project Manager for Australia for the OECD Programme for International Student Assessment (PISA), which examines reading, mathematical and scientific literacy of 15-year-old students. Sue has worked on the Longitudinal Surveys of Australian Youth programme, and has managed the Australian component of Schools around
This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia\u27s r... more This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia\u27s results. Refer to the readme.txt file for details
The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since... more The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since it was first conducted in 2000 and measures students' skills in the core areas of reading literacy, mathematical literacy and scientific literacy. Since PISA 2012, financial literacy has been included as an additional optional assessment that accompanies the core assessments. In Australia, the financial literacy assessment is funded by the Australian Securities and Investment Commission. This report presents the results for the third assessment of financial literacy and focuses on the measurement of financial literacy for Australia as a whole and for different demographic groups, including sex and socioeconomic background. This report also examines students' experiences, attitudes and behaviours in financial literacy, including their opportunities to acquire financial literacy at school and at home, students' experience with money and their confidence in handling money matte...
The 2013 International Computer and Information Literacy Study (ICILS) showed that female student... more The 2013 International Computer and Information Literacy Study (ICILS) showed that female students demonstrated higher achievement in computer and information literacy (CIL) than male students in 12 of the 14 countries considered, with an average 19 scale points (or one-fifth of a standard deviation) difference across those 12 countries. An analysis of differential item functioning indicated that female students generally performed relatively better on tasks that involved communication, design, and creativity, while male students generally performed relatively better on more technical tasks, and those concerned with security. Female students took a little longer to complete the test than male students; this may have contributed to their better scores. While there were few differences between female and male students’ basic information and communications technologies (ICT) self-efficacy, on average, male students recorded higher specialized ICT self-efficacy than female students in a...
Sue Thomson questions whether Australia is on track to realise education aims of almost a decade ... more Sue Thomson questions whether Australia is on track to realise education aims of almost a decade ago – to ensure that young people are highly skilled in ICT
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of soc... more Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
Gender differences in science amongst year 8 students in Australia in TIMSS 2003 were a surprise,... more Gender differences in science amongst year 8 students in Australia in TIMSS 2003 were a surprise, given two decades of programs designed to increase girls’ participation levels in science. This study examines student and school-level characteristics simultaneously using hierarchical linear modelling to estimate the ability of each to explain gender differences in science achievement for students with differing socioeconomic backgrounds. Using separate datasets for low and high socioeconomic background schools, adjusting for the students’ background and personal characteristics and elements reflecting the context of their schools, there were still significant gender differences in Australia. Comparisons are made with similar studies using data from the Second International Science Study.
The primary aim of this report is to examine the performance of Australia’s Indigenous students w... more The primary aim of this report is to examine the performance of Australia’s Indigenous students who participated as part of the early secondary school (Year 8) cohort of the IEA Trends in International Mathematics and Science Study (TIMSS 2003). The performance of Indigenous students in this report has been compared to that of Australia’s non-Indigenous students across a number of variables that are known to affect student achievement in TIMSS generally (Martin, Mullis, Gonzalez & Chrostowski, 2004; Mullis, Martin, Gonzalez & Chrostowski, 2004). In total, 562 Year 8 Indigenous students from 207 schools across Australia participated in the study. Indigenous status in the report includes both Australian Aboriginal and Torres Strait Islander people. The analyses in this report categorised Indigenous students according to variables including gender, the student’s state and geographic location, student background characteristics and attitudes to learning, education resources in students’...
This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Resul... more This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance
Australia hasn\u27t performed well at maths and science recently. We\u27re about to find out if w... more Australia hasn\u27t performed well at maths and science recently. We\u27re about to find out if we\u27ve improved
ACER is a lead institution. She is also Research Director for the National Surveys research progr... more ACER is a lead institution. She is also Research Director for the National Surveys research program at ACER, overseeing Australia’s participation in all international and national sample surveys. Dr Thomson has also fulfilled the roles of National Research Coordinator for Australia in the International
4 and 8, and as the National Project Manager for Australia for the OECD Programme for Internation... more 4 and 8, and as the National Project Manager for Australia for the OECD Programme for International Student Assessment (PISA), which examines reading, mathematical and scientific literacy of 15-year-old students. Sue has worked on the Longitudinal Surveys of Australian Youth programme, and has managed the Australian component of Schools around
This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia\u27s r... more This dataset (SPSS zipped) is a data source for the report PIRLS 2016: Reporting Australia\u27s results. Refer to the readme.txt file for details
The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since... more The Programme for International Student Assessment (PISA) 2018 is the seventh cycle of PISA since it was first conducted in 2000 and measures students' skills in the core areas of reading literacy, mathematical literacy and scientific literacy. Since PISA 2012, financial literacy has been included as an additional optional assessment that accompanies the core assessments. In Australia, the financial literacy assessment is funded by the Australian Securities and Investment Commission. This report presents the results for the third assessment of financial literacy and focuses on the measurement of financial literacy for Australia as a whole and for different demographic groups, including sex and socioeconomic background. This report also examines students' experiences, attitudes and behaviours in financial literacy, including their opportunities to acquire financial literacy at school and at home, students' experience with money and their confidence in handling money matte...
The 2013 International Computer and Information Literacy Study (ICILS) showed that female student... more The 2013 International Computer and Information Literacy Study (ICILS) showed that female students demonstrated higher achievement in computer and information literacy (CIL) than male students in 12 of the 14 countries considered, with an average 19 scale points (or one-fifth of a standard deviation) difference across those 12 countries. An analysis of differential item functioning indicated that female students generally performed relatively better on tasks that involved communication, design, and creativity, while male students generally performed relatively better on more technical tasks, and those concerned with security. Female students took a little longer to complete the test than male students; this may have contributed to their better scores. While there were few differences between female and male students’ basic information and communications technologies (ICT) self-efficacy, on average, male students recorded higher specialized ICT self-efficacy than female students in a...
Sue Thomson questions whether Australia is on track to realise education aims of almost a decade ... more Sue Thomson questions whether Australia is on track to realise education aims of almost a decade ago – to ensure that young people are highly skilled in ICT
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of soc... more Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
Gender differences in science amongst year 8 students in Australia in TIMSS 2003 were a surprise,... more Gender differences in science amongst year 8 students in Australia in TIMSS 2003 were a surprise, given two decades of programs designed to increase girls’ participation levels in science. This study examines student and school-level characteristics simultaneously using hierarchical linear modelling to estimate the ability of each to explain gender differences in science achievement for students with differing socioeconomic backgrounds. Using separate datasets for low and high socioeconomic background schools, adjusting for the students’ background and personal characteristics and elements reflecting the context of their schools, there were still significant gender differences in Australia. Comparisons are made with similar studies using data from the Second International Science Study.
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