The academic performance of ACT school students has improved since 2015 despite a national decline in results, according to data released by the Organisation for Economic Cooperation and Development (OECD).
The OECD’s Programme for International School Assessment (PISA) test is taken every three years by 15-year-old students in almost 80 countries and measures competence in three core subjects – reading, science and maths.
Education Minister, Yvette Berry said that while the latest national and ACT result reflected a slow long-term decline since the test began in 2000, the 2018 results showed a small improvement for ACT students in the past three years.
“In mathematics, ACT students achieved a score of 515 points, which was significantly higher than the Australian mean of 491 points, and the OECD average of 489 points,” Ms Berry said.
She said the test results showed ACT students achieved an average of 535 points, significantly higher than the ACT 2015 score of 516 and above the Australian average of 503 points, and the OECD average of 487 points.
“ACT students also achieved an average score of 533 points in scientific literacy, which was significantly higher than the Australian score of 503 points and the OECD average of 489 points,” Ms Berry said.
She said that in the ACT, girls improved by 14 points in science literacy and were now 12 points in front of ACT boys.
“Nationally, a significant gender gap favouring males in mathematical literacy performance has returned,” Ms Berry said.
“However, in the ACT girls have improved their mean scores by 14 points from 2015 achieving a mean score of 516 points compared with 514 points for ACT boys in mathematical literacy.”
Ms Berry said the PISA test assessed students’ ability to apply their knowledge and skills to real-life problems rather than a test of how well they had learned and could recall specific curriculum content.
Ms Berry also welcomed the release of the NAPLAN Review Interim Report, saying it was a reflection of the concerns she held regarding the national schools test.
“It is good to see the interim report reflect the same concerns I have held about NAPLAN since taking on my role as Minister,” she said.
“The concerns raised in the interim report are the high stakes culture, the potential narrowing of curriculum if students are being excessively prepared for the test, and the delay in schools, students and families receiving the results.”
The review was conducted jointly by the ACT Government and those of Queensland, New South Wales and Victoria.
Ms Berry said she looked forward to receiving the final report and findings.
