A Measurement Framework for National Key Performance Measures

Transcription

1 MINISTERIAL COUNCIL ON EDUCATION, EMPLOYMENT, TRAINING AND YOUTH AFFAIRS Performnce Mesurement nd Reporting Tskforce Working for qulity eduction outcomes A Mesurement Frmework for Ntionl Key Performnce Mesures July 2003 y 2003

2 MCEETYA Performnce Mesurement nd Reporting Tskforce Tble of Contents Introduction...2 Key Performnce Mesures...3 Trget Setting...4 The Current Key Performnce Mesures nd Agreed Assessment nd Dt Collection Cycle...5 Reference Ppers i) Dt Principles nd Protocols ii) iii) iv) Trget Setting Principles for Setting nd Monitoring Ntionl Stndrds Assessment Principles nd Protocols v) Dt Collection nd Mngement A Mesurement Frmework for Ntionl Key Performnce Mesures 1

3 MCEETYA Performnce Mesurement nd Reporting Tskforce Introduction The Mesurement Frmework for Ntionl Performnce Mesures tkes ccount of ll MCEETYA decisions relted to mesuring performnce ginst the Ntionl Gols for Schooling in the Twenty-First Century. It sets out bsis for reporting progress towrds the chievement of the Ntionl Gols by Austrlin school students drwing on the greed definitions of key performnce mesures. The core of the Frmework is schedule setting out key performnce mesures nd n greed ssessment cycle for the period Ministers responsible for school eduction hve greed to report on progress towrds the chievement of the Ntionl Gols for Schooling by Austrlin students in the following priority res, comprble by Stte nd Territory, nd using key performnce mesures s bsis for reporting: litercy numercy science informtion nd communiction technology voctionl eduction nd trining in schools prticiption nd ttinment civics nd citizenship eduction. Ministers hve lso noted the need to develop indictors of performnce in enterprise eduction. The following definitions hve been greed by MCEETYA nd s prt of this Mesurement Frmework, student outcomes will be reported for the student cohorts disggregted by: sex Indigenous sttus lnguge bckground other thn English geogrphic loction socio-economic sttus nd disdvntge Council hs noted progress towrds the development or common definition of, nd pproch to, the mesurement of outcomes for students with disbilities. The set of key performnce mesures outlined in the Mesurement Frmework will be reviewed from time to time in the context of the MCEETYA expecttion tht the mesures be few in number nd strtegic in orienttion, nd the need to ensure pproprite coverge of the priority res outlined in the Ntionl Gols of Schools for the Twenty-First Century. Additionl mesures my be proposed for MCEETYA pprovl. Where fesible, results from Austrli s prticiption in interntionl ssessment progrms will be used to provide dt on the progress of Austrlin school students towrds chieving the ntionl gols. The PMRT Secretrit is responsible for developing nd implementing mngement strtegy for the work outlined in the Frmework. The resources to support the 2003/2004 component of this work re outlined within the PMRT budget. The stndrd MCEETYA Project Formul would pply to contributions by the Commonwelth, nd the Sttes nd Territories. A Mesurement Frmework for Ntionl Key Performnce Mesures 2

4 MCEETYA Performnce Mesurement nd Reporting Tskforce The following support mterils which inform the Frmework, re vilble for reference: i. Dt Principles nd Protocols ii. Trget Setting 1 iii. Principles for Setting nd Monitoring Ntionl Stndrds 1 iv. Assessment Principles nd Protocols 2 v. Dt Collection nd Mngement 2 Key Performnce Mesures In Mrch 2000, Ministers endorsed the definition of ntionl key performnce mesures s set of mesures limited in number nd strtegic in orienttion, tht provide ntionlly comprble dt on spects of performnce criticl to monitoring progress ginst the ntionl Gols of Schooling in the 21 st Century. Key Performnce Mesures (KPMs) will be developed for ech of the priority res within the Ntionl Gols. Within tht context, KPM quntifies dimension of student prticiption or chievement nd enbles progress to be monitored ginst the Ntionl Gols. KPMs re expressed s percentge or proportion of students chieving performnce stndrd; or the number or proportion of students prticipting in or successfully completing progrms of prticulr durtion, or stndrd. KPMs reflect good ssessment prctice, support open trnsprent reporting nd re published in mnner which fcilittes ccess by the public. They re policy relevnt, cost effective nd prcticl to collect, nd of interest to the public. As set, the ntionl KPMs re limited in number, strtegic in orienttion, blnced in coverge cross the priority res, nd provide ntionlly comprble dt on spects of performnce criticl to monitoring progress ginst the Ntionl Gols for Schooling. The following principles underpin the development of key performnce mesures: i. Student outcomes informtion is the focus of the reporting gend. ii. Performnce mesures tke ccount of Stte nd Territory curriculum nd ssessment frmeworks. iii. Assessment techniques re innovtive nd model good ssessment prctice, nd wherever possible, ssessment mterils developed for ntionl smple ssessments re vilble for use by systems nd schools. iv. Collection nd use of dt for ntionl purposes will in ll respects conform to the guidelines provided in the report Dt Principles nd Protocols. v. Access to dt collections will be vilble to interested prties subject to privcy nd confidentility provision. vi. Where performnce cross different student ge cohorts yers in prticulr domin is the focus of mesurement, single scle should underpin the mesurement of student chievement. 1 In consulttion 2 Under development A Mesurement Frmework for Ntionl Key Performnce Mesures 3

5 MCEETYA Performnce Mesurement nd Reporting Tskforce vii. The key performnce mesures enble the rnge of student chievement to be reported. Trget Setting At the July 2001 meeting, MCEETYA greed to set ntionl trgets in the res of reding, writing, spelling nd numercy for yers 3, 5 nd 7 (noting tht trgets for yer 3 hve been set under Commonwelth legisltion). Council lso greed to consider estblishing further ntionl trgets s key performnce mesures become vilble for other ntionl gols. It greed to the definition of ntionl trget s mesurble level of performnce expected to be ttined within specified time. Council endorsed trget setting s mens of expressing spirtions nd providing motivtion for continuous school nd system improvement, nd n dditionl wy of guiding, supporting nd monitoring school nd system improvement. If trgets re to be useful strtegy for improvement, ll prties involved must hve shred understnding of the conditions required for successful trget setting, nd dopt co-opertive pproch There is the potentil for MCEETYA to estblish ntionl trgets for ech of the ntionl gols; however, ech ntionl gol hs different chrcteristics nd considertions for developing meningful key performnce mesures. Following development of key performnce mesures for ech of the gols, considertion will be given to the ppropriteness of estblishing ntionl trgets. A Mesurement Frmework for Ntionl Key Performnce Mesures 4

6 MCEETYA Performnce Mesurement nd Reporting Tskforce The Current Key Performnce Mesures nd Agreed Assessment nd Dt Collection Cycle Mesure Yer Level Cycle Litercy - % chieving reding benchmrk Yers 3, 5, 7 Annul [15 yer old mesure under discussion] 15 yer-olds Triennil 3 2 Litercy - % chieving writing benchmrk Yers 3, 5, 7 Annul 3 Litercy - % chieving spelling benchmrk 4 Yers 3, 5, 7 Annul 4 Numercy - % chieving numercy benchmrk Yers 3, 5, 7, Annul Interim mesure: % chieving t or bove greed OECD men score 15 yer-olds Triennil 3 5 Science - % chieving stndrd in scientific litercy Yer 6 Triennil Tril Interim mesure: % chieving t or bove greed OECD men score 15 yer-olds Triennil 3 3 Subject to MCEETYA decision to prticipte in post Subject to review A Mesurement Frmework for Ntionl Key Performnce Mesures 5

7 MCEETYA Performnce Mesurement nd Reporting Tskforce Mesure Yer Level Cycle Civics nd Citizenship Eduction - % chieving stndrd in civic knowledge nd understnding Yer 6 Yer 10 Triennil Triennil Tril Tril 7 Civics nd Citizenship Eduction - % chieving stndrd in citizenship prticiption skills nd civic vlues Yer 6 Yer 10 Triennil Triennil Tril Tril 8 Informtion & Communiction Technology (ICT) - % chieving stndrd Yer 6 Yer 10 Triennil Triennil 5 9 VET in Schools Prticiption School students undertking VET (with New Apprenticeships nd Trineeships disggregted) s prt of their senior secondry school certificte in clendr yer s proportion of ll school students undertking senior secondry school certificte in tht yer 10 VET in Schools Attinment School students enrolled in senior secondry school certificte in clendr yer who hve completed t lest one VET unit of competency/module s proportion of ll school students undertking senior secondry school certificte in tht yer Senior secondry Senior secondry Annul Annul 5 Note tht my include n ssessment of students ICT knowledge, skills nd understnding in the 2006 cycle A Mesurement Frmework for Ntionl Key Performnce Mesures 6

8 MCEETYA Performnce Mesurement nd Reporting Tskforce Mesure Yer Level Cycle Prticiption The proportion of yer olds, by single yer of ge, in full-time eduction or trining, in full-time work, or both in prt-time work nd prt-time eduction or trining. Annul 12 Prticiption The proportion of yer olds by single yer of ge, in full-time eduction or trining, in full-time work, or both in prt-time work nd prttime eduction or trining Annul 13 Attinment - % of 19 yer olds who hve completed Yer 12 successfully ttined qulifiction t AQF Certificte II or bove 6 Annul 14 Attinment- % of 24 yer olds who hve completed post secondry qulifiction t AQF Certificte III or bove 6 Annul Items mrked thus denote smple testing 6 Subject to revision A Mesurement Frmework for Ntionl Key Performnce Mesures 7