Numeracy and self-assessed numeracy in New Zealand and Australia

In Tables 3 and 4 below, the relationship between measured numeracy and self-assessed numeracy in New Zealand is compared with that in Australia. In Figure 6, the distribution of education level for those with low measured numeracy and high self-assessed numeracy in New Zealand is compared with that in Australia. In Figure 7, the percentage of those with low measured numeracy and high self-assessed numeracy in each education level in New Zealand is compared with that in Australia.

In this document the following definitions of self-assessed numeracy skill are used:

Higher self-assessed numeracy skill refers to those respondents who either strongly agreed or agreed with the statement “I am good with numbers and calculations”.

Low self-assessed numeracy skill refers to those respondents who either strongly disagreed or disagreed with the statement “I am good with numbers and calculations”.

Also, levels 1 or 2 numeracy skill are referred to as low and levels 3, 4 or 5 are referred to as higher.

Table 3 shows that around 14% of New Zealand’s adult population assessed themselves as having low numeracy skill and were measured as having low numeracy skill. In contrast, around 37% assessed themselves as having higher numeracy skill but were measured as having low numeracy skill. These two percentages add to show that around 51% of New Zealand’s adult population were measured as having low numeracy skill.

Furthermore, Table 3 shows that:

• There is a strong mismatch between measured numeracy and New Zealand adults’ self-assessment of their numeracy skills. Note that this may not mean that a lot of people are wrong about what they can do, but rather it may mean their skills are relatively well-matched to their numerical activity⁶.
• A particularly large proportion of New Zealand adults (around 37%) ‘overrate’ their numeracy skills.

Table 4 shows similar information to Table 3. There are patterns for Australia similar to those for New Zealand and again there is a strong mismatch between measured and self-assessed numeracy.

Figure 6: Education level for those with low measured numeracy and high self-assessed numeracy in New Zealand and Australia

Figure 6 shows the percentage, in each education level, of adults in New Zealand and Australia who have low measured numeracy and high self-assessed numeracy.

The graph shows quite different proportions. This is, in large part, due to the fact that ALL measures New Zealand having a smaller proportion of people with secondary education or less (approximately 10% with lower secondary or less, 46% with upper secondary and 44% with tertiary education level) than Australia (approximately 34% with lower secondary or less, 33% with upper secondary and 34% with tertiary education level).

However, in both countries the low measured, high self-assessed group has significant proportions across all education levels. New Zealand’s highest proportion is those with upper secondary while Australia has the highest proportion with lower secondary or less.

Figure 7: Low measured numeracy and high self-assessed numeracy and education level in New Zealand and Australia

Figure 7 shows, for New Zealand and Australia, the percentage in each education level that belongs to the low measured but high self-assessed numeracy group.

The patterns for New Zealand and Australia are very similar. Those with lower secondary education have a much higher proportion belonging to this group than those with higher education levels. Of note, 59% of adult New Zealanders and 52% of the adult Australians with lower secondary education have low measured numeracy skills but self-assess as having high numeracy skills.