ERIC Number: ED366617
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Results of the 1992 Primary Assessment Program in Urban Schools.
Northern Territory Dept. of Education, Darwin (Australia).
This report describes the aggregated reading and mathematics performances of students in years 5 and 7 in urban Northern Territory (Australia) schools on the Primary Assessment Program (PAP) tests. The aggregated results are encouraging, with apparent gains in some reading tests over the preceding year, and no evidence of decline in the others. Reading-test results indicate that the majority of students in years 5 and 7 are well able to read and comprehend texts considered suitable to their levels. There is evidence that boys marginally outperformed girls in the measurement strand of mathematics. On all reading tests, girls outperformed boys. Results of the mathematics tests indicate that students find these somewhat more difficult than the reading tests, with the average mark for both years at approximately 55 percent. Test results of urban self-identified Aboriginal students indicate that, on average, their achievement levels are well below those of non-Aboriginal students. Fourteen tables, 11 figures, and 42 graphs illustrate student achievement results. Six appendixes contain information about the test construction and validation process and comparative performances of various groups. A glossary is attached. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Comparative Analysis, Educational Assessment, Elementary Education, Elementary School Students, Foreign Countries, Graphs, Indigenous Populations, Mathematics Achievement, Program Evaluation, Reading Achievement, Scores, Sex Differences, Tables (Data), Test Construction, Test Results, Test Validity, Urban Schools, Writing Achievement
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: Northern Territory Dept. of Education, Darwin (Australia).
Identifiers - Location: Australia