No abstract

The National Numeracy Project started in 1997 with pupils in selected schools in a number of LEAs. Pupils have been given customized tests in written mathematics and mental arithmetic at three points in a two-year cycle, and progress in numeracy has been assessed using age-standardized scores. Three cohorts of schools have taken part in the project, and results have been collected for a total of 87,300 pupils in 768 schools in 15 LEAs at up to three timepoints. Schools and LEAs have received detailed feedback on their results relative to others at all stages of the project. Multilevel analysis of test scores relative to a range of background variables has given a number of insights into factors which are related to performance in numeracy in primary schools, as well as associations with progress over time. Some insights into possible class size relationships have also been detected. This paper summarizes brie¯y some of these ® ndings.

ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’

Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.