Numeracy

  • Literacy and numeracy assessments of adult English language learners

    This report is an attempt to answer questions about the extent to which the Assessment Tool can reasonably and legitimately be used to assess the literacy and numeracy of English language learners, on the basis of a descriptive study of skills (as measured by the Assessment Tool) of English language learners in comparison with learners with English as first language.

    Author(s): Chris Lane, Senior Research Analyst, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: December 2014

  • Engagement is key

    This report presents the findings of a small scale piece of qualitative research with nine providers delivering programmes to young people. The purpose of this research is to understand the experiences of implementing the Assessment Tool. This report supplements the quantitative analysis of first results from the Assessment Tool reported in Lane (2012). There is interest in both the results coming out of the Assessment Tool and the experiences of implementation.

    Author(s): Jacqui Haggland, Ahikiwi Research and Consulting and David Earle, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2013

  • Assessing skills of adult learners in 2011

    This is an initial statistical report on the Literacy and Numeracy for Adults Assessment Tool in terms of the extent of its use in 2011, the first full year of implementation, the reading and numeracy profiles of learners when first assessed, and the extent to which learners can be seen to have increased their reading and numeracy skills over the course of the 2011 year.

    Author(s): Chris Lane, Tertiary Sector Performance Analysis, Ministry of Education.

    Date Published: February 2013

  • Evaluation of Literacy and Mathematics Additional Learning Programmes for Students 2011

    This research report outlines the findings of an evaluation of the Literacy and Mathematics: Programmes for Students 2011, a Ministry of Education initiative to provide additional teacher time to enable selected schools to organise programmes for students who were assessed as ‘below’ or ‘well below’ the National Standards in mathematics, reading or writing. This initiative allowed a primary or intermediate school to design programmes in mathematics, reading or writing for a group of students to work intensively with a selected teacher.

    Author(s): Bronwen Cowie, Clive McGee, Mira Peter, Merilyn Taylor and Junjun Chen, University of Waikato.

    Date Published: November 2012

  • PISA (Programme for International Student Assessment) 2009

    In this administration of PISA, nearly half a million 15-year-olds from 65 countries or economies took part. Reading was the main focus of PISA 2009 and is reported in detail in this report - this is the first time that a learning area has been the main focus of the PISA assessment. To provide an ongoing high-level picture of mathematics and science, results on an overall scale for these two learning areas are also reported.

    Author(s): Various

    Date Published: Various

  • NEMP (National Education Monitoring Project)

    This project aimed to obtain a broad picture of the achievement and other educational outcomes of representative samples of students in New Zealand schools at Years 4 and 8. Each year, over a four-year period, different areas related to the curriculum were assessed.

    Author(s): Otago University

    Date Published: Various

  • A Focus on Science Achievement

    This paper summarises data on engagement and achievement in science across primary and secondary schools. This information has been collated across national and international studies undertaken over the last 15 years. This information raises key issues for policy and practice and these are discussed briefly.

    Author(s): Research Division

    Date Published: April 2009

  • TIMSS (Trends in International Mathematics and Science Study) 2006/07

    TIMSS 2006/07 Logo

    The Trends in International Mathematics and Science Study (TIMSS) measures trends in mathematics and science achievement at the fourth and eighth grades (Years 5 and 9) as well as monitoring curricular implementation and identifying the most effective instructional practices from around the world. This is the fourth cycle and, New Zealand is one of nearly 60 countries to take part. New Zealand participated in TIMSS 2006/07 at the Year 5 level only.

    Author(s): Various

    Date Published: Various

  • TIMSS 2002/03: Mathematics and Science Achievement in New Zealand: Year 5 Summary Report

    The Trends in International Mathematics and Science Study, 2002-2003 (TIMSS-02/03) is the third cycle of this international study of mathematics and science achievement conducted under the auspices of the International Association for the Evaluation of Educational Achievement (IEA).

    Author(s): Comparative Education Research Unit, Ministry of Education

    Date Published: December 2004

  • TIMSS 1998/99: The School and Classroom Context for Year 9 Students' Mathematics and Science Achievement

    Results from New Zealand's participation in the repeat of the Third International Mathematics & Science Study. The beliefs and attitudes of the teachers of the Year 9 students along with details of the school and classroom environment are presented.

    The second in a two-part series (see Trends in Year 9 Students' Mathematics and Science Achievement: Results from New Zealand's participation in the repeat of the Third International Mathematics and Science Study), the report summarises the contextual findings from TIMSS-R focusing on the classroom, school and curricular context in which mathematics and science learning took place.

    Author(s): Megan Chamberlain and Robyn Caygill

    Date Published: August 2002

  • TIMSS 1998/99: Trends in Year 9 Students' Mathematics and Science Achievement: Results from New Zealand's participation in the repeat of the Third International Mathematics and Science Study

    This report is the first of the two-part series. The report was published in 2001 and describes trends in students' mathematics and science achievement between 1994 and 1998 in both international and national contexts. The report is divided into eight downloadable documents in PDF format available at the bottom of this page.

    Author(s): Megan Chamberlain and Maurice Walker

    Date Published: 2001

  • TIMSS 1998/99: Trends in Year 5 Students' Mathematics and Science Achievement: Results from a New Zealand study based on the Third International Mathematics and Science Study

    This report was published in 2001 and summarises a New Zealand study based on the Third International Mathematics and Science Study which involved mostly Year 5 students. Specifically, it provides comprehensive trend achievement information for Year 5 students in mathematics and science for two years - 1994 and 1998.

    Author(s): Glenn Chamberlain with the assistance of Megan Chamberlain and Maurice Walker

    Date Published: 2001

  • TIMSS 1998/99: A Repeat of the Third International Mathematics and Science Study: Final Results for Year 9 Students

    This report presents an overview of findings from TIMSS-98/99 (also known as TIMSS-R), a partial replication of the Third International Mathematics and Science Study (TIMSS-94/95).

    Author(s): Comparative Education Research Unit, Ministry of Education

    Date Published: Decemeber 2000

  • TIMSS 1998/99: Third International Mathematics and Science Study: Repeat (TIMSS-R): Preliminary Achievement Result

    This document provides preliminary feedback of trends in mathematics and science achievement between 1994 and 1998 in an international context.

    Author(s): Comparative Education Research Unit, Ministry of Education

    Date Published: May 2000

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