Monitoring Student Progress in Mathematics and Science
In 2002, federal and state education authorities established the National Assessment Program for Australia, which has been managed by ACARA since 2009. The program involves the following:
- A full cohort assessment of students in Grades 3, 5, 7, and 9 in literacy and numeracy
- A program of sample assessments at Grades 6 and 10 in science, civics and citizenship, and Information and Communications Technology conducted every three years
- Participation in international surveys, including TIMSS
The purpose of these programs is to report on student achievement based on standardized testing to parents, teachers, and schools, and to monitor the overall performance of the education system. These testing programs reflect an increased emphasis on accountability in Australia. In addition to participating in the national assessment program, state and territorial authorities conduct assessments in their jurisdictions in areas not covered by the national program.27
At the end of secondary school in the 12th grade, all states conduct formal assessments of student performance in subjects. The purpose of these assessments is to certify student achievement at the end of school, while also providing a basis for course selection in higher education. In most states, assessments are based on a combination of curriculum-specific formal examinations conducted by a state authority and school-based assessments of student performance on specified tasks or assignments. Queensland and the Australian Capital Territory conduct no external examinations; however, internal school assessments are adjusted against students’ scores on an aptitude test so as to introduce a measure of continuity across schools. In New South Wales, all students in 10th grade are tested in English, mathematics, and science. Other states do not administer formal examinations except for the end of school assessments in the 12th grade.28
School-based assessment is the most common mode of assessment at the primary and lower secondary levels. At the primary level, assessment is mainly informal, and teachers make use of checklists, observations, projects, and portfolios. At the lower secondary level, assessment takes the form of teacher-made tests, in formats that include multiple choice, short response, and extended answer. Projects, laboratory assignments, and seminar presentations also form part of the assessment process. These local assessments occasionally make use of assessment tools, including online assessment tools, developed by nonprofit organizations (such as the Australian Council for Educational Research and Educational Services Australia, formerly the Curriculum Corporation) and commercial suppliers. Over the past 10 years, the use of a wider range of assessment instruments (rather than traditional written tests alone) has expanded, as has continual assessment (rather than end-of-term tests). At the local level, assessment is used for a variety of purposes (i.e., evaluating student progress, reporting to students and parents, evaluating programs, and, at the lower secondary level, providing guidance on further courses of study).