Graphs, Tables and Maps Assessment Results 1995 · Biscuit Eating 27 CHAPTER 4C UCTING ONSTR OR...

NATIONAL EDUCATION MONITORING REPORT 3

Graphs, Tables and Maps

Assessment Results1995

EARU

Terry CrooksLester Flockton

GR

AP

HS, T

AB

LE

S AN

D M

AP

S

Graphs, Tables and Maps:

Assessment Results

1 9 9 5

Terry Crooks

Lester Flockton

with extensive assistance from other members of the EARU team:

Lee BakerNicole BrownRobyn Caygill

Linda DoubledayLiz Eley

Janice McDruryMiriam Richardson

EARU

NATIONAL EDUCATION MONITORING REPORT 3

This report was prepared and published by theEducational Assessment Research UnitUniversity of OtagoNew Zealand

under contract to theMinistry of EducationNew Zealand

©1996 Ministry of Education, New Zealand.

Printed and published in New Zealand by:Educational Assessment Research Unit

University of OtagoBox 56

DunedinNew Zealand

Fax (64 3) 479 7550Email [email protected]

NATIONAL EDUCATION MONITORING REPORT 3ISSN 1174–0000

ISBN 1–877182–02–8

GRAPHS, TABLES AND MAPS 1995 CONTENTS

Year 8 & year 4 tasks

What’s for Lunch 8

Family Pictures 9

Car Race 10

Kafte Bar 11

Letter Rates 13

Fruit chart 14

Tane’s Forest 15

Today’s Weather 17

Museum Floor Plan 19

Link Tasks 1-10 20

Year 8 only tasks

Weet-bix Breakfast 22

Air timetable 23

Women in Parliament 24

Staying on at School 25

Tuatua School Electricity 26

Year 4 only task

Biscuit Eating 27

CHAPTER 4 CONSTRUCTING OR COMPLETING GRAPHS AND TABLES 2 9

Year 8 & year 4 tasks

School Sports 30

Jelly beans 31

Year 4 examples: 32

Ice cream 34

Link Tasks 11–14 35

Year 8 only tasks

Caterpillars 36

Golf Balls 37

Super Frog Beepo 38

Selling Chocolate 39

Year 4 only tasks

Phone Cards 40

Hungry Caterpillar 41

Very Tall and Very Small 42

Garden Creatures 43

CHAPTER 5 PERFORMANCE OF SUBGROUPS 4 5

APPENDIX 1 A DESCRIPTION OF THE NATIONAL EDUCATION MONITORING PROJECT 4 9

APPENDIX 2 THE SAMPLE OF SCHOOLS AND STUDENTS IN 1995 5 4

PREFACE

ACKNOWLEDGEMENTS

CHAPTER 1 KEY FEATURES OF THE NATIONAL EDUCATION MONITORING PROJECT 1

CHAPTER 2 ASSESSING SKILLS IN THE USE OF GRAPHS, TABLES, AND MAPS 5

CHAPTER 3 INTERPRETATION OF GRAPHS, TABLES AND MAPS 7

PREFACE

New Zealand’s National Education Monitoring Project commenced in 1993 with the task of assess-ing and reporting on the achievement of New Zealand primary school children in all areas of theschool curriculum. Children are assessed at two class levels: Year 4 (halfway through primary edu-cation) and Year 8 (at the end of primary education). Different curriculum areas and skills areassessed each year, over a four year cycle. The main goal of national monitoring is to provide de-tailed information about what children can do so that patterns of performance can be recognised,successes celebrated, and desirable changes to educational practices and resources identified andimplemented.

Each year, small random samples of children are selected nationally, then assessed in their ownschools by teachers specially seconded and trained for this work. Task instructions are given orallyby teachers, through video presentations, or in writing. Many of the assessment tasks involve thechildren in the use of equipment and supplies. Their responses are presented orally, by demonstra-tion, in writing, or through submission of other physical products. Many of the responses are re-corded on videotape for subsequent analysis.

In 1995, the first year that national monitoring was implemented, three areas were assessed: sci-ence, art, and the use of graphs, tables and maps. This report presents details and results of theassessments in the use of graphs, tables and maps.

The results show that many students have attained high levels of skill in the use of graphs, tables,and maps of various kinds. At year 8 level, more than half of the tasks or task components werecompleted successfully by at least 90 percent of the students. This suggests that many year 8 stu-dents are well equipped to extract useful information from graphs, tables and maps which they arelikely to encounter in their daily lives and further schooling. Their success rate in constructing orcompleting graphs was somewhat lower, as would be expected. Failure to use proper scales andlabels on graphs and tables was the most notable weakness. Year 4 students were less successfuloverall, but many performed well on some of the interpretation tasks. The average progress shownbetween year 4 and year 8 was considerable, reflecting well on students’ educational experiencesbetween year 4 and year 8.

ACKNOWLEDGEMENTS

The Project directors acknowledge the vital support and contributions of manypeople to this report, including:

• the very dedicated staff of the Educational Assessment Research Unit• Dr Hans Wagemaker and Mr James Irving, Ministry of Education• members of the Project’s National Advisory Committee• technical consultants, Professor Warwick Elley and Dr Alison Gilmore• principals, staff, and children of the schools where tasks were trialed• principals, staff, and Board of Trustee members of the 256 schools

included in the 1995 sample• the 2873 children in the 1995 sample, and their parents• the 94 teachers who administered the assessments to the children• the 20 senior tertiary students who assisted with the marking process• the 120 teachers who assisted with the marking of tasks early in 1996

CHAPTER 1 1KEY FEATURES OF THE NATIONAL EDUCATION MONITORING PROJECT

This chapter presents a concise outline of the rationale and operating procedures fornational monitoring, together with some information about the re-sponses of the participants in the 1995 assessments. A more extended de-scription of national monitoring, including information about areas to be as-sessed and task deveopment procedures, is available in Appendix 1 (p49). De-tailed information about the sample of students and schools for the 1995 as-sessments is available in Appendix 2 (54).

Purpose of National MonitoringThe main purposes for national monitoring in New Zealand are:

➢ to meet public accountability and information require-ments by identifying and reporting patterns and trends ineducational performance

➢ to provide high quality, detailed information which policymakers, curriculum planners and educators can use todebate and review educational practices and resourcing.

National monitoring fills a gap in the information available about New Zealandprimary education. The need for systematic national information on educa-tional outcomes has been highlighted by various government-appointed com-missions and working parties over at least the past 35 years.

Monitoring at Two Class LevelsNational monitoring provides a “snapshot” of what children can do at twolevels in primary and intermediate schools: year 4 (ages 8–9) and year 8(ages 12–13).

National Sample of StudentsNational monitoring information is gathered using carefully selected randomsamples of students, rather than all year 4 and year 8 students. The nationalsamples of 1440 year 4 children and 1440 year 8 children represent aboutthree percent of the children at those levels in New Zealand schools.

Three Sets of Tasks at Each LevelSo that a considerable amount of information can be gathered without placingtoo many demands on individual students, different students attempt differenttasks. The 1440 students selected at each level are divided into three groups of480 students, comprising four students from each of 120 schools.

Timing of AssessmentsThe assessments take place in the second half of the school year, betweenAugust and November. The year 8 assessments occur first, over a five weekperiod. The year 4 assessments follow, over a similar period. Each studentparticipates in about four hours of assessment activities spread over one week.

Specially Trained Teacher AdministratorsThe assessments are conducted by experienced teachers, usually working inin their own region of New Zealand. They are selected from a national pool ofapplicants, attend a week of specialist training in Wellington led by seniorProject staff, and then work in pairs to conduct assessments of 60 childrenover five weeks. Their employing school is fully funded by the Project toemploy a relief teacher during their secondment.

2 NEMP Report 3 Graphs, Tables and Maps 1995

Four Year Assessment CycleEach year, the assessments cover about one quarter of the national curriculumfor primary schools. The first four year cycle of assessments began in 1995and will be completed in 1998. Similar cycles of assessment are expected tobe repeated in subsequent four year periods, with about one third of the taskskept constant from one cycle to the next. This re-use of tasks allows trends inachievement across a four year interval to be observed and reported.

Important Learning Outcomes AssessedThe assessment tasks emphasize aspects of the curriculum which are particu-larly important to life in our community, and which are likely to be of enduringimportance to students. Care is taken to achieve balanced coverage of impor-tant skills, knowledge and understandings within the various curriculum strands,but without attempting to slavishly follow the finer details of current curricu-lum statements. Such details change from time to time, whereas national moni-toring needs to take a long-term perspective if it is to achieve its goals.

Wide Range of Task DifficultyNational monitoring aims to show what students know and can do. Becausechildren at any particular class level vary greatly in educational development,tasks spanning multiple levels of the curriculum need to be included if allchildren are to enjoy some success and all children are to experience somechallenge. Many tasks include several aspects, progressing from aspects whichmost children can handle well to aspects which are less straightforward.

Engaging Task ApproachesSpecial care is taken to use tasks and approaches which interest students andstimulate them to do their best. Students’ individual efforts are not reportedand have no obvious consequences for them. This means that worthwhile andengaging tasks are needed to ensure that students’ results represent their ca-pabilities rather than their level of motivation. One helpful factor is that ex-tensive use is made of equipment and supplies which allow students to beinvolved in “hands-on” activities. Presenting some of the tasks on video alsoallows the use of richer stimulus material, and standardizes the presentation ofthose tasks.

Positive Students Reactions to TasksAt the conclusion of each assessment session, students complete evaluationforms in which they identify tasks which they particularly enjoyed and taskswhich did not appeal. Averaged across all tasks in the 1995 assessments, morethan 70 percent of year 8 students indicated that they particularly enjoyed thetasks, and less than 20 percent indicated that they did not enjoy the tasks. Themost popular individual task was enjoyed by 99 percent of the students, whileeven the least popular task had more students liking it than disliking it. Year 4students were even more positive about the tasks. On average, more than 75percent of them indicated that they particularly enjoyed the tasks, and lessthan 10 percent indicated that they did not enjoy the tasks. Reactions to thetasks and assessment approaches from the students’ parents and teachers werealso very positive.

Appropriate Support for StudentsA key goal in Project planning is to minimise the extent to which studentstrengths or weaknesses in one area of the curriculum might unduly influencetheir assessed performance in other areas. For instance, skills in reading andwriting often play a key role in success or failure in paper-and-pencil testsareas such as science, social studies, or even mathematics. In national monitor-ing, a majority of tasks are presented orally by teachers or on videotape, andmost answers are given orally or by demonstration rather than in writing.

Chapter 1: Key Features of the National Education Monitoring Project 3

Where reading or writing skills are required to perform tasks in areas otherthan reading and writing, teachers are happy to help students to understandthese tasks or to communicate their responses. Teachers are normally work-ing with no more than four students, so are readily available to help individu-als.

To further free teachers to concentrate on providing appropriate guidanceand help to students, so that the students achieve their best efforts, teachersare not asked to make notes or judgements of the work the students are doing.All marking and analysis is done later, when the students’ work has reachedthe Project office in Dunedin. Some of the work comes on paper, but much ofit arrives recorded on videotape. In 1995, half of the students’ work came inthat form, on a total of 3500 videotapes. The video recordings give a detailedpicture of what both the student and teacher did and said, allowing rich analy-sis of both process and task achievement.

Four Task Approaches UsedIn 1995 four task approaches were used. Each student was expected to spendabout an hour working in each format. The four approaches were:

➢ One-to-one interview. Each student worked individually witha teacher, with the whole session recorded on videotape.

➢ Stations. Four students, working independently, movedaround a series of stations where tasks had been set up. Thissession was not videotaped.

➢ Art making. Four students worked independently but onthe same art making tasks. This session was not videotaped.

➢ Team. Four students worked collaboratively, supervised bya teacher, with the whole session recorded on videotape.

Professional Development Benefits for Teacher AdministratorsThe teacher administrators reported that they found their training and assess-ment work very stimulating and professionally enriching. Working so closelywith interesting tasks administered to 60 children in at least five schools of-fered valuable insights. Several teachers have reported major changes in theirteaching and assessment practices as a result of their experiences workingwith the Project. Given that 94 teachers served as teacher administrators in1995, or about half a percent of all primary teachers, the Project is making amajor contribution to the professional development of teachers in assessmentknowledge and skills. This contribution will steadily grow, since preferencefor appointment each year is given to teachers who have not previously servedas teacher administrators.

Marking ArrangementsThe marking and analysis of the students’ work occurs in Dunedin. Most ofthe tasks which can be marked objectively or with modest amounts of profes-sional experience are marked by senior tertiary students, most of whom havecompleted three or more years of preservice preparation for primary schoolteaching. The student markers for the 1995 tasks were employed full-time forperiods ranging between 5 weeks and 13 weeks.

The tasks which required higher levels of professional judgement are markedby teachers, selected from throughout New Zealand. In 1995 approximatelyhalf of the teachers who applied were appointed: a total of 120. Most teachersworked either mornings or afternoons for one week. Their ratings of the expe-rience were overwhelmingly positive, with 85 percent stating emphaticallythat the experience was “professionally satisfying and interesting”.

4 NEMP Report 3 Graphs, Tables and Maps 1995

Analysis of ResultsThe results are analysed and reported task by task. Although the emphasis ison the overall national picture, some attention is also given to possible differ-ences in performance patterns for different demographic groups and catego-ries of school. The variables considered are:

➢ Student gender: male, female.

➢ Student ethnicity: Maori, non-Maori.

➢ Geographical zone: Greater Auckland, other North Island,South Island.

➢ Size of community: urban area over 100,000, communityof 10,000 to 100,000, rural area or town of less than 10,000.

➢ Socio-economic index for the school: bottom three deciles,middle four deciles, highest three deciles.

➢ Percent of Maori children in the school: less than 10 per-cent, 10 to 30 percent. more than 30 percent.

➢ Percent of Pacific Island children in the school: less than5 percent, 5 percent or more.

➢ Size of school:

➢ Type of school (for year 8 sample only): Full primary school,intermediate school (some students were in other typesof schools, but too few to allow separate analysis).

Each of the categories listed above included at least 16 percent of the children.Categories containing fewer children, such as Asian students or female Maoristudents, were not used because the resulting statistics would be based on theperformance of less than 75 children, and would therefore be too unreliable.

Funding ArrangementsNational monitoring is funded by the Ministry of Education, and organised bythe Educational Assessment Research Unit at the University of Otago, underthe direction of Dr Terry Crooks and Lester Flockton. The current contractruns until 1999. The cost is just under $2 million per year, less than one tenthof a percent of the budget allocation for primary and secondary education.Half of the funding is used to pay for the time and expenses of the primaryschool teachers who assist with the assessments as task developers, teacheradministrators or markers.

Review by International ScholarsIn June 1996, three scholars from the United States and England, with distin-guished international reputations in the field of educational assessment, ac-cepted an invitation from the Project directors to visit the Project. They con-ducted a thorough review of the progress of the Project, with particular atten-tion to the procedures and tasks used in 1995 and the results emerging. At theend of their review, they prepared a report which concluded as follows:

The National Education Monitoring Project is well conceived and admirably imple-mented. Decisions about design, task development, scoring, and reporting havebeen made thoughtfully. The work is of exceptionally high quality and displays con-siderable originality. We believe that the project has considerable potential for ad-vancing the understanding of and public debate about the educational achievementof New Zealand students. It may also serve as a model for national and/or statemonitoring in other countries.

(Professors Paul Black, Michael Kane & Robert Linn, 1996)

Year 4 less than 20 20–35 more than 35schools year4 students year4 students year4 students

Year 8 less than 35 35–150 more than 150schools year8 students year8 students year8 students

CHAPTER 2 5ASSESSING SKILLS IN THE USE OF GRAPHS, TABLES, AND MAPS

Graphs, Tables and Maps are Widely UsedUnderstanding and using information presented in the form of graphs, tablesor maps is an important part of everyday life in our community. Graphs helpus learn about how the values of shares are changing or the fortunes of politi-cal parties are fluctuating. We use tables in various guises, such as timetables,tables of postage rates and tax tables. Maps also feature regularly in our lives,as we encounter floor plans in shopping malls and public buildings, use streetmaps to find our way arounds towns and cities, or study weather maps in thehope that they may enlighten us about what clothes to wear or activities toplan.

Graphs, Tables, or Maps and the National CurriculumThe study or use of graphs, tables or maps is featured in several learning areasof the New Zealand Curriculum Framework. Mathematics, science, technol-ogy and the social sciences all make use of information presented in the formof graphs, tables and maps. Language also includes an important role for graphs,tables and maps. The Second International Reading Literacy Study, conductedin 32 countries in 1990–91, assessed literacy in three domains. One of thosedomains was documents, for which the assessments focused on students’ abili-ties to “search, locate, and process information … set out in the form of graphs,charts, maps, lists, or sets of instructions.”

The use of graphs, tables and maps is specifically mentioned within numeracy

skills, in the list of eight essential skills in the New Zealand Curriculum Frame-

work. Students are expected to:recognise, understand, analyse, and respond to information which is presentedin mathematical ways, for example, in graphs, tables, charts, or percentages.

However, there is also a strong case for arguing that the use of graphs, tablesand maps is closely intertwined within another of the essential skills, informa-

tion skills. Students are expected to:identify, locate, gather, store, retrieve, and process information;present information clearly, logically, concisely, and accurately.

Choosing Where to Assess Skills in the Use of Graphs, Tables and MapsDuring the planning for national monitoring, a decision was taken that skills inthe use of graphs, tables and maps should be brought into sharp focus byassessing and reporting on these skills separately, in one year of the four yearassessment cycle. Graphs, tables or maps will also be included in assessmenttasks relating to specific learning areas, but there the emphasis will be onspecific features associated with that learning area (such as the use of maps todepict physical geography) or on the application of the information withinthe learning area (such as the use of tide tables in a science question aboutwhy tides occur).

Developing the TasksDetails of the general procedures used for developing national monitoringtasks and of the criteria for selecting tasks are presented in Appendix 1 (p49).The tasks described in this report were either designed by staff of the Projector adapted by them from published tasks previously used elsewhere. Everyattempt was made to select tasks which assessed skills that students could beexpected to use in their everyday lives

6 NEMP Report 3: Graphs, Tables and Maps 1995

Two Aspects AssessedThis report highlights two aspects of the use of graphs, tables and maps: ex-tracting and interpreting information, and organising and presenting informa-tion. Of the 40 assessment tasks discussed, 25 tasks involved extracting andinterpreting information from completed graphs, tables or maps. The remain-ing 15 tasks involved organising and presenting information by constructinggraphs or tables or adding to partially completed graphs or tables.

Link TasksWhen the use of graphs, tables and maps is reassessed in 1999, there will beconsiderable interest in examining whether student performance levels haveimproved, stayed constant or declined over the four year period since the as-sessments reported here. To allow these comparisons, approximately one thirdof the 1995 tasks will be used again in 1999. While patterns of student resultson these link tasks will be presented in this report, the tasks will be describedonly in general terms. This will prevent any distortions in the 1999 resultswhich might have occurred if the tasks had been widely available in schools.

Overview of the Following ChaptersOverall national results for the 25 tasks which involved extracting and inter-preting information from completed graphs, tables and maps are presented inChapter 3 (p7). The corresponding results for the 15 tasks which involvedcompleting or developing tables or graphs are presented in Chapter 4 (p29).Chapter 5 (p45) presents information about differences in performance amongsubgoups of the national sample.

CHAPTER 3 7INTERPRETATION OF GRAPHS, TABLES AND MAPS

Twenty-five of the assessment tasks presented students with completed graphs,tables or maps and asked them to extract and interpret particular information.

Thirteen of these tasks were completely or largely the same for year 4 andyear 8 students. Of these thirteen tasks, four tasks are link tasks (to be usedagain in 1999), and nine are released tasks (fully described here). Nine othertasks, including four link tasks, were attempted only by year 8 students. Theremaining three tasks, including two link tasks, were attempted only by year 4students.

The tasks were presented to students in two formats. Tasks which involvedmore complex instructions or required more extended responses were ad-ministered in the one-to-one interview format, with each student working in-dividually with a teacher and their interactions videotaped. The remainingtasks were presented in the stations format, where four students worked arounda series of task stations, supervised and assisted where appropriate by a teacher.

Presentation This Chapter presents the assessment results in the following order:

➢ released tasks attempted by year 4 and year 8 students

➢ link tasks attempted by year 4 and year 8 students, year 8

students only, and year 4 students only

➢ released tasks attempted only by year 8 students

➢ released tasks attempted only by year 4 students.

Each released task occupies one or more pages. The information providedincludes the graph, table or map to be interpreted, the task instructions andquestions, correct answers, and a table showing the percentages of studentsgetting each question or task component correct. Some tasks also include abrief commentary on interesting features of the results.

Each link task occupies one quarter of a page. A broad indication is given ofthe nature of the task, and a table is provided showing the percentages ofstudents getting each question or task component correct.

Results Averaged across all questions given to both year 4 and year 8 students,86 percent of year 8 students produced correct responses, compared to62 percent of year 4 students.

More than half of these questions were answered successfully by at least 90percent of year 8 students. This indicates that, on average, students have pro-gressed substantially between year 4 and year 8 in the skills assessed by thetasks.

Questions which required students to find and compare two items of informa-tion were particularly challenging for students at both levels, with low per-centages of the year 4 students succeeding with these questions.

It is reassuring to note that some of the larger performance differences be-tween year 4 and year 8 students occurred with questions involving formatsor techniques which are generally not taught until after year 4 (such as piegraphs or line graphs).

Approach: Level:

Resources:


Questions/Instructions

STUDENT RESPONSES% answering correctlyYear 8 Year 4

What’s for Lunch

Station Year 8 & Year 4

Graph

1. What food did most children have?Fruit 99 90

2. How many children had biscuits for lunch?15 98 63

3. More children had sandwiches than cakes.How many more had sandwiches?

10 73 27

Question 3 required students to read the graph intwo different places and subtract one reading fromthe other. This proved too difficult for most year 4students.

Commentary

0

5

10

15

20

25

30

CakesBiscuitsChipsSandwichesFruit

Food

Num

ber o

f chi

ldr

en

Room 3 lunches

Chapter 3: Interpreting Graphs, Tables, Maps 9

Approach: Level:

Resources:



Commentary

Family Pictures

Stations Year 8 & Year 4

Text and graph

The teacher asked the class to draw pictures of their families.Some drew stick figures, some drew only heads, some drew cartoon figures,and some drew life like sketches.The teacher put the pictures in piles and made this chart.

1. Which pile of pictures was the largest?cartoonfigures 97 90

2. 5 children drew heads only.How many children drew stick figures?

5 69 28

Question 2 required students to identify that thetwo relevant sectors were the same size, so that thenumber of drawings was the same for these twosectors. Year 4 students were much less able to dothis than year 8 students.

Approach: Level:

Resources:




Car Race


Text and graphic

4 friends have a race with cars of different weights.They let the cars go at the top of a ramp and see how far they travel along the floor.The car that goes the longest distance is the winner.

1. Which car is the winner?Don’s 100 94

2. Which car is 3rd?Aki’s 95 83

3. What do you notice about the weight of eachcar and the distance each travelled?

the heavierthe further 72 35

This chart shows how far each car went.

Cars andweights

Cath's car(20g)

Don's car(75g)

Aki's car(25g)

Bo's car(50g)

0 20 40 60 80 100 12010 30 50 70 90 110

Start

Distance (cm)


Approach: Level:

Resources:



Kafte Bar


Text and table

Kafte bars are made of chocolate.This information is on a Kafte bar wrapper.

1. How much fat is in a Kafte bar?11g 99 90

2. How much energy is in one Kafte bar?1100kJ 97 88

3. How much of the carbohydrate in a Kafte baris not sugar?

4g 65 12

Kafte Bar

Serving size 60g

Energy 1100kJ

Protein 3g

Fat 11g

Carbohydrate:Sugars 35g

Total 39g

Calcium 88mg

Vitamin E 2mg

Sodium 100mg

Potassium 150mg

Commentary

Question 3 required careful interpretation of thetable, reading two different numbers and subtract-ing one from the other. This proved too difficultfor most year 4 students.

��KafteKafte

��

��

®



Approach: Level:

Resources:


Letter Rates

One to one interview Year 8 & Year 4

Domestic letter rate chart (shown)

Four letters addressed within New Zealand:

1: Susan Cross: E24 envelope (165x241mm)

2: Kala Tom: E12 envelope (114x162mm)

3: Paul Thompson: E31 envelope (229x324mm)

4: Sam Reed: E20 envelope (114x225mm)

By the time the year 4 assessments took place, thepostal rate for “medium” sized ordinary letters hadbeen reduced to 40¢. Students were marked cor-rect for Question 2 if they said the cost wouldbe 40¢.

The very poor results at both levels for Question 1suggests that the letter rate chart was difficult to

use for E24 envelopes. Perhaps the problem arosefrom the words used on the chart for envelope size:“medium” and “extra large.” Since the envelope inQuestion 3 was much larger than the envelope inQuestion 1, the students may have been unwillingto call both “extra large.” Perhaps New Zealand Postshould redesign its domestic letter rate chart!

STUDENT RESPONSES% answering correctlyYear 8 Year 4Questions presented orally.

1. How much will it cost to send this letter to Susan Cross by fastpost?

$1.20 25 24

2. How much will it cost to send this letter toKala Tom by ordinary post ?

45¢ 95 77

3. How much will it cost to send this letter toPaul Thompson by ordinary post?

80¢ 89 67

4. How much will it cost to send this letter toSam Reed by fastpost?

80¢ 90 73

Commentary

Approach: Level:

Resources:




What colour is it when the skin has been removed?

haspips

has astone

has nopips

deep red orange yellow white

raspberry plum orange grapefruit apricot lemon apple banana

sweet sweet sweet sour sweet sour sweet sweetor sour

haspips

has pips has astone

haspips

Fruit chart


Flow chart

1. What is deep red and has a stone?plum 96 70

2. What is sour, has pips and is orange?grapefruit 91 53

3. Use the flow chart to describe an apricot.orange

has stonesweet 76 36

4. What fruit is described in the chartas being “sweet or sour”?

apple 90 49


Approach: Level:

Resources:



Tane’s Forest


Map and key

1. How many towns are shown on the map?4 96 82

2. How many walkways are shown on the map?3 76 42

3. Does the map show more sea or more land?more land 89 79

4. What does the line from Sunnyville to Kowhai mean?main road 84 31

5. Is Sunnyville north or south of Kauri?North 70 56

6. Which town will you have to pass throughwhen going from Sunnyville to Kauri?

Wilton 95 78


Christchurch Press 1995


Approach: Level:

Resources:



Today’s Weather


Weather map

1. Have a look at the weather maps. The top onehas Greymouth marked with an arrow. Canyou find Greymouth and point to it?

98 92

(Show the student if they can’t find it.)

2. Tell me three things about the weatherforecast for Greymouth.

rain or heavy rain; mostly cloudy;fresh SW; high teens or 20 ; 76 32

3. Now find Stewart Island and point to it.85 47

(Help the student if necessary.)

4. What is the temperature at Stewart Islandexpected to be like today?

high teens 66 28

5. Look at the weather maps again. Imagine thattoday is sports day at school on Stewart Island.If the weather is too bad, the sports will be heldnext week instead.• Do you think the school should have sportsday today? Explain to me why you think that.

No: rain 85 NA

In this activity you are going to use these weather forecast mapsto find information.



Approach: Level:

Resources:


N

E

S

W

1

2

3 4

5

12

10 9

8

7

6X

XX

XReception

areaEntrance

North wing

West

wing

KEY

1�Waka — canoe� 8 �Pacific Ocean

2�Pataka — storehouse� 9�birds

3�pottery� 10�lizards

4�rocks and minerals� 11�gift shop

5�fossils� 12�cafeteria

6�dinosaurs� x�fire exit

7�Antarctica

Tangata Museum

11

East

wing

Museum Floor Plan


Floor plan and key

1. If you went to area 6 in the museum whatwould you see?

dinosaurs 98 77

2. What does the x-shape mean on the floor plan?fire exit 98 73

3. What are the names of the displays in theeast wing of the museum?

Pacific Oceanbirds

lizards 88 60

4. Imagine we are in the reception area and youare telling me the directions to get to thepottery display. Explain to me how I would getto the pottery display. Explain it withoutpointing to the plan.

via1,2 & 4or 1 & 4 53 21




Question 1 92 77

Question 2 99 92

Question 3 97 83

Question 4 92 78

Link task 1

Approach: One to one interview

Resources: Pie graph

STUDENT RESPONSES% answering correctly

Year8 Year4


Year4


Year8 Year4


Year8 Year4


Year4

Link Tasks Year 4 only

Question 1 98 82

Question 2 96 80

Question 3 96 81

Question 1 89 59

Question 2 76 37

Question 3 89 56

Question 4 85 42

Question 1 98 92

Question 2 97 86

Question 3 44 25

Question 4 95 NA

Question 1 81

Question 2 36

Question 1 56

Question 2 72

Question 3 69

Question 4 69

Link task 2

Approach: Stations

Resources: Table and text

Link task 3

Approach: Stations

Resources: Line graph and text

Link task 4


Resources: Street map and index

Link task 5

Approach: Station

Resources: Pie graph

Link task 6


Resources: Timetable

Link Tasks Year 8 and Year 4



Year8

Question 1a 65b 63

Question 2a 56b 54

Question 3 60

Question 4a 60b 51

Link task 7

Approach: Station

Resources: Road map and table


Year8

Question 1 44

Question 2 46

Question 3 78

Question 4 62

Link task 8

Approach: Station

Resources: Complex table


Year8

Question 1 99

Question 2a 85b 25

Question 3 77

Link task 9

Approach: Station

Resources: Composite bar graph


Year8

Question 1 79

Question 2 58

Link task 10


Resources: Complex table and text

Link Tasks Year 8 only

Approach: Level:

Resources:



STUDENTRESPONSES

% answeringcorrectlyYear 8

Weet-bix Breakfast

Station Year 8 only

Colour reproduction of end panel of cereal packet, with nutritional table.

Linda, Fay and Peter are havingWeet-bix for breakfast.

Linda is having 2 Weet-bixwith 1/2 cup of standard milk.

Fay is having 2 Weet-bixwith 125ml of So Good.

Peter is having 100g of Weet-bix without any milk.

1. How many calories (Cal) is Linda having?180 59

2. How many calories (Cal) is Peter having?335 66

3. How much carbohydrate-sugars is Lindahaving?

6.9g 44

4. How much carbohydrate-sugars is Fay having?3.2g 48

5. How much protein is Peter having?12.4g 73

6. How much protein is Fay having?8.0g 60


Approach: Level:

Resources:


Air timetable

One to one interview Year 8 only

Air New Zealand Business Week Timetable (excerpt shown)

Presented orally.I want you to use the Air New Zealand Business Week Timetable to answer somequestions. We will assume that all of the flights are on time.

STUDENTRESPONSES


1. What time does the last flight from Christchurch toWellington depart?

9pm 85

What would be the best flight from Auckland toDunedin if you wanted to be in Dunedin by 1pm?2a What is the flight number?

415 91

2b What time does the flight depart from Auckland?8.30am 91

2c What time does the flight arrive in Dunedin?11.20am 90

3. If a friend is arriving at Invercargill from Aucklandon flight 527, what time will they arrive?

3.30pm 95

Approach: Level:

Resources:



Commentary

STUDENTRESPONSES


Women in Parliament

Stations Year 8 only

Line graph

1. How many women were in parliament in 1975?4 97

2. When did the number of women in parliamentstart to increase most quickly?

1978or 1981 59

3. Write down one other important thing thegraph tells about women in parliament.

Eg 4x as many women in 1990 than 1978;very little change between 1960 and 1978 27

In Question 2, the most correct response was 1981.Only 24% of students chose that response. Visually,the correct response was 1978, chosen by 35% ofstudents. Both counted as correct in the above ta-ble.

Question 3 proved particularly demanding. Manyanswers were quite vague; others focused on de-tails that were much less important than the majortrends.

0

2

4

6

8

10

12

14

16

18

20

19901987198419811978197519721969196619631960

Year

Num

ber

Women in P arliament


Approach: Level:

Resources:


STUDENTRESPONSES


Staying on at School


Graph

Presented orally.This graph shows the percentage of female and male studentswho stayed at school until Form 7.I want you to try to answer some questions by looking at the graph.

1. In 1993, did a higher percentage of female or a higherpercentage of male students stay at school for form 7?

femalehigher 70

2. Tell me 3 other things this graph shows.Eg large increase since 1983, 3 36

girls have overtaken boys 1 or 2 34

3. Draw on the graph what you think will happen in1998. Why do you think that will happen?

Marked for consistency between what wasdrawn and what was said 26

0

10

20

30

40

50

60

70

80

200319981993198819831978197319681963

Females

Males

%

Percentage of female and male students who stayed at school until form 7

Approach: Level:

Resources:



STUDENTRESPONSES


Tuatua School Electricity

Station Year 8 only

Text and graph

The principal of Tuatua School has been working out how much electricitythe school used in a year. He made this graph.

1. Which months had an average of more than 10kwhper day?

June,July,

September 73

2. What was the average kwh use per day for June?12 79

3a. Which month has the lowest use of electricity per day?January 97

3b.Why do you think that month was lowest?Eg. school closed, no need for heat and light 57

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Ave

rage

kw

h p

er d

ay

DecNovOctSepAugJulJunMayAprMarFebJan

Month

Average amount of electricity used per month


Approach: Level:

Resources:


Commentary

STUDENTRESPONSES


Biscuit Eating


Flow chart and question summary

Billy, Brent and Pip look at this chart to see if they can have a biscuit.They start at the box which says Start here.They read the question, then follow the yes or no arrow to find outwhat they can do.I want you to use the chart, and follow the arrows, to find outwhat Billy, Brentand Pip can do.

1a Billy has eaten 3 biscuits today.Can Billy have another biscuit?

No 901b Why do you say that?

Indicates following the chart 60

2a Brent is hungry. He has had 1 biscuit today.It is time to eat tea. Is he allowed a biscuit?

No 722b Why do you say that?


3a Pip has not had any biscuits today. She is hungry butit is not time for lunch yet. What does the chart sayPip can do?

Eat 1 713b Why do you say that?


start here

have you had3 biscuits today?

are you hungry?

is it time toeat a meal?

you can eat1 biscuit

don’t eat anymore biscuits

don’t eat anybiscuits

don’t eat anybiscuits

no

yes

no

yes

no

yes

Biscuit eating flow chart

Students got confused between “no” or “yes” on the flow chart and the answer they were giving. For instance,for Billy they had to follow the “yes” arrow, but then answer “no.”

CHAPTER 4 29CONSTRUCTING OR COMPLETING GRAPHS AND TABLES

Fifteen of the assessment tasks presented students with information to be dis-played in a graph or table and instructions for preparing the graph or table. Insome cases, much of the graph or table was provided, and the student was toincorporate the additional information. In other cases, a framework was pro-vided, but students were asked to add data, axis labels or value labels.

Four tasks were completely or largely the same for year 4 and year 8 students.One of these is a link task (to be used again in 1999), and the other three arereleased tasks (fully described here). Four tasks, including one link task, wereattempted only by year 8 students. The remaining seven tasks, including twolink tasks, were attempted only by year 4 students.

Fourteen tasks were presented in the stations format, where four studentsworked around a series of task stations, supervised and assisted where appro-priate by a teacher. The last task was presented to students in the one-to-oneinterview format, with each student working individually with a teacher andtheir interactions videotaped.

This Chapter presents the assessment results in the following order:

➢ released tasks attempted by year 4 and year 8 students

➢ link tasks attempted by year 4 and year 8 students, year 8

students only and year 4 students only

➢ released tasks attempted only by year 8 students

➢ released tasks attempted only by year 4 students.

Each released task occupies one or more pages. The information providedincludes the graph, table or map to be interpreted, the task instructions andquestions, correct answers, and a table showing the percentages of studentsgetting each question or task component correct. Some tasks also include abrief commentary on interesting features of the results. One task, which pro-duced particularly interesting responses from year 4 students, is accompaniedby two pages of examples of their responses.

Each link task occupies one quarter of a page. A broad indication is given ofthe nature of the task, and a table is provided showing the percentages ofstudents getting each question or task component correct.

Results Averaged across all components of tasks completed by both year 4 and year 8students, 85 percent of year 8 students produced correct responses, while53 percent of year 4 students produced correct responses.

Some tasks involved skills which would not yet have been formally taught toyear 4 students. This helps to account for the large performance differencesbetween year 4 and year 8 students.

Students at both levels were least successful in providing appropriate labelsfor axes and values, seeming to believe that it was sufficient to display the data.Further emphasis in teaching programmes on the importance of appropriatelabels may be desirable.

Approach: Level:

Resources:



School Sports


Partially completed graph and text.

In Mrs Kelly’s class, everyone plays sport on Friday afternoon.5 children play soccer;11 play hockey,7 play netball,2 do gym and2 play rugby.

Finish the bar graph to show the sports played in Room 5.


Correct answers used a bar graph formatand correct heights for the 3 bars entered. 97 90

0

1

2

3

4

5

6

7

8

9

10

11

12

rugbygymnetballhockeysoccer

num

ber

of

studen

ts

sports

Sports played by Mrs Kelly's class


Approach: Level:

Resources:



Jelly beans


Plastic bag containing 6 blue, 4 green and 2 white jelly beans;incomplete pie graph and text.

There are 12 jelly beans in the bag.Show how many there are of each colour as a pie graph.

Format: pie graph 94 37

other interpretable 4 40

Details 3 sectors 85 16

labelled correctly 88 29

sector sizes correct 73 10

Commentary

It is not surprising that most year 4 students did notappear to have learned how to construct a pie graph.Some of their efforts were quite creative! (See over).


Year 4 examples: Jelly beans pie graph

Chapter 4: Constructing Graphs and Tables 33

Year 4 examples: Jelly beans pie graph

Approach: Level:

Resources:



Commentary


Ice cream


Incomplete table, text, space to draw graph

Part IWhen on holiday Maria had 3 icecreams,John had 2 and Tui had 4.They made this chart.

Bob had 5 icecreams.Put this in the chart.

Part IIYear 8 version

People in different countries eatdifferent amounts of icecream in a year.On average, each person in USA eats 22litres a year, in Australia each person eats18 litres, in Sweden 14 litres, in Denmark9 litres, and in Britain 5 litres oficecream.Make a chart to show this information.

Part I 98 80

Part II data 95 80

headings

& labels 45 42

Name Number of icecreams

Maria 3

John 2

Tui 4

Year 4 version

Over one year Maria had 30 icecreams,John had 37, Tui had 24 and Bob had 60.

Make a chart to show the number oficecreams they each had in one year.

The majority of students at both levels made atable, following the model from Part I.

A majority of students at both levels neglectedto provide complete headings and labels fortheir chart.


Link Tasks

Link task 11

Approach: Station

Level: Year 8 & Year 4

Resources: Text and incomplete pie graph

Link task 12


Level: Year 8 only

Resources: Text and incomplete line graph,axes already labelled.


Year8 Year4

89 5287

Link task 13

Approach: Station

Level: Year 4 only

Resources: Text and axes for pictographwith labels on x axis, stickers.


Year4

Format 85

No. of stickers 84

Labelled Y axis 15

Link task 14

Approach: Station

Level: Year 4 only

Resources: Text and incomplete line graph,axes already labelled.


Year4

45

STUDENT RESPONSES% answering correctlyYear 8

Approach: Level:

Resources:



Caterpillars


Labelled graph paper and text.

A science museum had a display of live butterflies.The butterflies produced more caterpillars than the museum expected.

On day 1 there were no caterpillars.On day 3 there were 120 caterpillars.On day 5 there were 270.

The caterpillars began to run out of food,so by day 7 the number of caterpillars had dropped to 150.Extra food was found. When the display closed on the 10th daythere were 350 caterpillars.

Show this as a graph.

Nu

mb

er o

f ca

terp

illar

s

Days

selected appropriate format 89

points on x axis labelled 70

appropriate scale for x axis 54

points on y axis labelled 43

appropriate scale for y axis 55

data complete, accurate and properly spaced 38


Year 8


Approach: Level:

Resources:


STUDENTRESPONSES


Golf Balls


Incomplete graph and text.

William finds lost golf balls at the golf course.The golf club says he can sell them: 10 golf balls for $1.He finds 30 golf balls on Monday, 50 balls on Tuesday, 20 balls on Wednesday,25 balls on Thursday, and 10 balls on Friday.On Saturday he sells all the balls.

1. Complete the pictograph to show the numberof golf balls William finds

88

2. How much money will William make when hesells all of the golf balls on Saturday?

$13 or$13.50 64

Monday Tuesday Wednesday Thursday Friday

KEY

=10 golf balls

= 5 golf balls

Day

Golf balls William finds

Approach: Level:

Resources:



Super Frog Beepo



Kelli is training her frog Beepo to do the long jump.She wants Beepo to win the Super Frog Jumping Contest that room 14 are running.At the end of each day she records Beepo’s longest jump on a line graph.

On Monday Beepo jumps 15cm.On Tuesday Beepo jumps 23cm.On Wednesday Beepo jumps 19cm.On Thursday Beepo jumps 29cm.On Friday Beepo jumps 27cm.

1 Finish Kelli’s graph to show Beepo’s jumps.2.Write labels for the days and how far Beepo jumps.


Year 8

points on X axis labelled 49

overall label for X axis 10

points on Y axis labelled 28

overall label for Y axis 13

data accurate 41

Beepo’s longest jumps


Approach: Level:

Resources:


Selling Chocolate

Station Year 4 only

Unlabelled pie chart, text.

Tanya, Ricki and Jo sold chocolate bars.Tanya sold 20 bars.Ricki sold 12 bars.Jo sold 8 bars.Write their name by the piece of the pie chart that shows how much they sold.

all 3 labelsin place 85


Year 4

Approach: Level:

Resources:



Phone Cards

Station Year 4 only


Chris collects phone cards.He collected 9 cards in the first week.At the end of the second week he had 16 cards.

At the end of the third week Chris had 28 cards.At the end of the fourth week, he had 36 cards.

Complete the graph to show the number of cards Chris had.


Year 4

both points addedand joined 25

0

2

4

6

8

10

12

14

16

18

20

22

24

26

28

30

32

34

36

38

40

654321

Week

Numberof

cards

Telephone cards


Approach: Level:

Resources:


Hungry Caterpillar

Stations year 4 only

Labelled graph and text.

A very small caterpillar visited a cherry tree.On Monday he ate 1 cherry.On Tuesday he ate 2 cherries.On Wednesday he ate 6 cherries.On Thursday he ate 4 cherries.On Friday he ate 9 cherries.On Saturday the caterpillar ate none. He was too busy turning into a butterfly.

Draw a graph to show what the hungry caterpillar ate:

suitable format 82

data accurate& complete 82

0

1

2

3

4

5

6

7

8

9

10

11

SaturdayFridayThursdayWednesdayTuesdayMonday

Days of the week

Numberof

cherries


Year 4

Approach: Level:

Resources:



Very Tall and Very Small


Folding metre ruler, result sheet (shown), spoken instructions.

The 1995 Guiness Book of Records tells us about world records.

The tallest man ever was Robert Wadlow. He was about 275 cm tall.

The shortest lady ever was Pauline Musters. She was about 60 cm tall.

We will measure your height and you can write it in the space on the results sheet.

Measure the student and give them the results sheet.

Show the height of Pauline Musters and yourself on this bar graph.Robert’s has been done for you.

When the graph has been completed:

Look at your graph. Try to tell me two things that the graph tells you.

0

20

40

60

80

100

120

140

160

180

200

220

240

260

280

MePaulineRobert

Pauline Musters60 cm

Robert Wadlow275 cm

My height

cm


Year 4

bar format 87

Pauline Musters data 88

data on own height 43

2 appropriate comments 51


Approach: Level:

Resources:


Garden Creatures

Station Year 4 only

Pictures and incomplete graph, text.

Room 14 did a study of the creatures in their gardens.Katy drew the creatures she saw like this:


Year 4

0

1

2

3

4

5

6

7

8

9

10

beesspidersbutterflieswormssnailsCreature

Numberof

Creatures

Creatures in Katy's Garden

Finish the bar chart to show how many of each creature Katy saw.

data entered in bar format 92

3 heights accurate 66

CHAPTER 5 45

PERFORMANCE OF SUBGROUPS

Although national monitoring has been designed primarily to present an over-all national picture of student achievement, there is some provision for report-ing on performance differences among subgroups of the sample. Ninedemographic variables are available for creating subgroups, with students di-vided into two or three subgroups on each variable, as detailed in Chapter 1(p1).

The analyses of the relative performance of subgroups used an overall scorefor each task, created by adding scores for the most important components ofthe task.

Where only two subgroups were compared, differences in task performancebetween the two subgroups were checked for statistical significance usingt-tests. Where three subgroups were compared, one way analysis of variancewas used to check for statistically significant differences among the three sub-groups.

Because the number of students included in each analysis was quite large (ap-proximately 450), the statistical tests were quite sensitive to small differences.To reduce the likelihood of attention being drawn to unimportant differences,the critical level for statisticial difference was set at p = .01 (so that differencesthis large or larger among the subgroups would not be expected by chance inmore than one percent of cases).

For the first five of the nine demographic variables, few statistically significantdifferences among the subgroups were found. For the remaining four vari-ables, statistically significant differences were found on many tasks. Detailsare presented below.

GenderResults achieved by male and female students were compared.

For year 8 students, there was a statistically significant difference betweenboys and girls on only 1 of the 30 tasks. Girls performed better on Link Task 8

(p21), which involved interpreting information in a complex table.

For year 4 students, there were statistically significant differences betweenboys and girls on 3 of the 27 tasks. In each case, girls performed better. Thethree tasks for which differences were found involved interpreting a chart(Fruit Chart, p14), labeling a pie diagram (Selling Chocolate, p39) and com-pleting a bar graph (Garden Creatures, p43).

ZoneResults achieved by students from Auckand, the rest of the North Island, andthe South Island were compared.

For year 4 students, there were statistically significant differences among thethree subgroups on only 1 of the 30 tasks. Students from the North Island(other than Auckland) performed best on a task involving interpreting a floorplan (Museum Floor Plan, p19).

For year 4 students, there were statistically significant differences among thethree subgroups on 2 of the 27 tasks. Students from the South Island did bestand students from Auckland did worst on both tasks. The first involved inter-preting a weather map (Today’s Weather, p17). It is interesting to note thatalthough the weather map showed all of New Zealand, the questions relatedto weather in the south of the country. The second task which producedstatistically significant differences involved interpreting a flow chart (Biscuit

Eating, p27).


Community SizeResults were compared for students living in communities containing over100,000 people (main centres), communities containing 10,000 to 100, 000people (provincial cities), and communities containing less than 10,000 peo-ple (rural areas).

For year 8 students, there were statistically significant differences among thethree subgroups on only 1 of the 30 tasks. Students from the main centresperformed worst on a task involving interpreting a weather map (Today’s

Weather, p17).

For year 4 students, there were statistically significant differences among thethree subgroups on only 1 of the 27 tasks. Students from the rural areas didworst, and students from provincial towns did best, on a task involving label-ling a pie diagram (Selling Chocolate, p39).

School SizeResults were compared from students in larger, medium sized, and small schools(exact definitions on p4). No statistically significant differences were foundon any task at either class level.

School TypeResults were compared for year 8 students attending full primary schools andyear 8 students attending intermediate schools. No statistically significant dif-ferences were found.

Socio-Economic IndexSchools are categorized by the Ministry of Education based on census data forthe census mesh blocks where children attending the schools live. The SESindex takes into account household income levels, categories of employment,and the ethnic mix in the census mesh blocks. The SES index uses ten subdivi-sions, each containing ten percent of schools (deciles 1 to 10). For our pur-poses, the bottow three deciles (1–3) formed the low SES group, the middlefour deciles (4–7) formed the medium SES group, and the top three deciles(8–10) formed the high SES group.

Results were compared for students attending schools in each of these threeSES groups.

For year 8 students, there were statistically significant differences among thethree subgroups on 18 of the 30 tasks. In each case, performance was lowestfor students in the low SES group. Students in the high SES group generallyperformed better than students in the medium SES group, but in many casesthese differences were small. Because of the large number of tasks involved,individual tasks will not be listed.

A similar pattern applied for year 4 students, with statistically significant differ-ences found on 18 of the 27 tasks. In almost all cases, there were only modestdifferences between students in the medium SES and high SES schools, but thestudents from low SES schools performed markedly poorer than students inthe other two groups.

The results support the use of school SES ratings to target extra funding forschools, and raise doubts about the recent decision to spread the targetedfunding across schools in all ten deciles.

Chapter 5: Performance of Subgroups 47

Student EthnicityResults achieved by Maori and non-Maori students were compared.

For year 8 students, there were statistically significant differences in perform-ance on 10 of the 30 tasks. In each case, non-Maori students scored higherthan Maori students.

For year 4 students, there were statistically significant differences in perform-ance on 22 of the 27 tasks. In each case, non-Maori students scored higherthan Maori students.

The smaller proportion of tasks showing differences at the year 8 level is in-triguing. If a similar pattern is found when these skills are assessed again in1999 (by which time the year 4 students in this report will be year 8 students),it will suggest that the performance gap between Maori and non-Maori stu-dents is decreasing during the second half of primary education.

Proportion of Maori Students in SchoolsSchools were categorized into three subgroups: schools with less than 10 per-cent Maori students, schools with 10 to 30 percent Maori students, and schoolswith more than 30 percent Maori students. Results were compared for stu-dents attending schools in these three categories.

For year 8 students, statistically significant differences in performance werefound on only 4 of the 30 tasks. On each of these four tasks, students attendingschools with more than 30 percent Maori students scored lowest.

For year 4 students, statistically significant differences in performance werefound on 17 of the 27 tasks. In each case, students attending schools withmore than 30 percent Maori students scored lowest.

The pattern found here is very similar to the pattern reported in the previoussection (student ethnicity).

Proportion of Pacific Island Students in SchoolsBecause most of the Pacific Island students are concentrated into relativelyfew schools, it was difficult to create sensible subgroups for schools with higheror lower percentages of Pacific Island students. Two subgroups were formed:students attending schools with up to 5 percent Pacific Island students, andstudents attending schools with more than 5 percent Pacific Island students.Results were compared for students in these two subgroups.

For year 8 students, statistically significant differences in performance werefound on 11 of the 30 tasks. For each of these tasks, average performancelevels were lower in the schools with more than 5 percent Pacific Islandstudents.

For year 4 students, statistically significant differences in performance werefound on only 3 of the 27 tasks. For each of these tasks, average performancelevels were lower in the schools with more than 5 percent Pacific Islandstudents.

This pattern contrasts with the pattern found for Maori students. More differ-ences were found at year 8 level than at year 4 level.

Concluding RemarksVery few differences were found for subgroups based on student gender, zone,community size, school size and school type. Frequent differences were foundfor subgroups based on student and school ethnicity, and school SES index.The reasons for the latter differences are not clear, but future national monitor-ing assessments of these skills should enable trends to be identified and resultin clearer interpretations of the educational significance of the differences.

IntroductionThe task of the National Education Monitoring Project (NEMP) is to obtain adetailed national picture of the educational achievements and attitudes of NewZealand primary and intermediate school children. Its main goal is to help toimprove the education which children receive. National monitoring provides,for the first time in New Zealand, a national “snapshot” of children’s knowl-edge, skills and motivation, and a way to identify which aspects are improving,staying constant, or declining. This information will allow successes to becelebrated and priorities for curriculum change and teacher development tobe debated more effectively. As the New Zealand Curriculum Framework(1993, p26) puts it, the purpose of national monitoring is to provide informa-tion on how well overall national standards are being maintained, andwhere improvements might be needed.

The need for national monitoring in New Zealand has been discussed for manyyears. The Currie Commission (1962), the Educational Development Confer-ence (1974), the Royal Commission on Social Policy (1988), and the Ministe-rial Working Party on Assessment for Better Learning (1990) all recommendedthat New Zealand should establish a system for obtaining a national picture ofstudent achievement. They noted that New Zealand had ways for monitoringthe resources available to the education system (its teachers, students, curricu-lum materials, buildings, finance and community support) and the processesused by teachers and schools in helping students learn, but that sound waysfor monitoring the achievements of the students were lacking. Since 1969,useful information on national patterns of student achievement has been avail-able from New Zealand’s participation in international surveys conducted bythe International Association for the Evaluation of Educational Achievement,but these surveys are necessarily constrained in content and approach and arenot a substitute for comprehensive national monitoring.

The approach which has been selected for national monitoring in New Zea-land uses carefully selected national samples of schools and students, assessedby experienced teachers who are given special training for this work. Assess-ment procedures and tasks are selected to provide a rich picture of what chil-dren can do and to optimise value to the educational community. The result isa quite detailed national picture of student achievement. It is neither feasiblenor appropriate, given the purpose and the approach used, to release informa-tion about individual students or schools.

The first four years of national monitoring assessments are being conductedby the Educational Assessment Research Unit, University of Otago, under con-tract to the Ministry of Education.

How the Assessments are Carried OutSampling Each year, about 2880 children from 260 schools are selected to participate in

national monitoring. Half are in year 4 (ages 8–9), half in year 8 (ages 12–13).These levels have been chosen so that a picture is obtained of educationalachievement at the middle and end of primary schooling.

At each of these two levels, 120 schools are selected randomly from nationallists of state, integrated and private schools teaching at that level, with a prob-ability of selection proportional to the number of students enrolled in thelevel. Schools with fewer than four students enrolled are excluded, becausesome of the tasks are designed for groups of four children working collabora-tively. Also excluded at present are special schools and Kura Kaupapa schools(by mutual agreement, Kura Kaupapa schools will be included in nationalmonitoring from 1999).

APPENDIX 1 49A DESCRIPTION OF THE NATIONAL EDUCATION MONITORING PROJECT

5 0 NEMP Report 3: Graphs, Tables and Maps 1995

Once schools have agreed to participate, twelve students to be assessed arerandomly chosen from year 4 or year 8 students at each school. Because fiveto ten percent of the chosen schools will have less than twelve students in theselected class level (reflecting the large proportion of small schools in NewZealand), each such small school is paired with a nearby small school to pro-vide the required twelve students (four from one school, eight from the other).The twelve students selected are randomly divided into three groups of four.Each group are given a different set of tasks.

Comprehensive information about the sampling process and resulting samplefor the 1995 assessments is given in Appendix 2 (p60).

In the schools Monitoring takes place in the second half of the school year. The students areassessed by 96 trained teachers, experienced at working with year 4 or year 8students, who are released from their normal positions for six weeks (oneweek of training, five weeks of assessments). The teachers are selected nation-ally, and usually assess in schools in their home region. Important criteria inselecting the teachers are skills in quickly establishing good relationships withstudents, and ability to encourage and carefully probe student achievementwithout providing answers. The professional development of the teachersover their six weeks engagement is a very important outcome of the Project.The teachers who conducted the 1995 assessment were most enthusiasticabout the value of the experience for their professional development.

Two of the teachers, working as a team, spend a week visiting each school (orpair of small schools). During the week they aim to meet with each of thetwelve students five times, for about an hour each time. The first session doesnot involve any formal assessment, but rather is an opportunity for the stu-dents to meet the visiting teachers and become comfortable with them andwith the schedule of activities for the rest of the week. The remaining sessionsinvolve individual students or groups of four children working on a wide vari-ety of assessment tasks.

Student experience Each student has one session working individually with a visiting teacher. Thisone-to-one approach allows the teachers to help ensure that the students un-derstand what the tasks require, and to ask questions about the processes thestudents use. Most of the students’ responses are presented orally or throughactive demonstration. Compared to paper-and-pencil testing, this approachallows students whose reading or writing skills are weak a better opportunityto show their skills. To ensure that maximum information is obtained for lateranalysis, the entire session is recorded on videotape (the camera sits in thebackground throughout, with no operator to cause distractions).

Each student also has a session in which they are asked to work collabora-tively with three other students, supervised by one of the visiting teachers.Tasks in this hour involve group activities, such as discussion, team decisionmaking, drama, or some students acting as presenters and others as audience.This session is also recorded on videotape for later analysis.

A third session for each student uses a “stations” format. Four students partici-pate, working individually, supervised by a teacher. This session is notvideotaped. Students tackle a series of tasks set up at stations around theroom. Some are strictly paper-and-pencil tasks, others involve responding tovideo material, and others involve hands-on activities with equipment. Theteacher is available to help students with reading or writing difficulties (ex-cept where the purpose of the task is to assess reading or writing abilities).

The fourth session for each student will vary in nature from year to year, to suitthe particular curriculum areas being assessed that year. In the 1995 assess-ments, this fourth session involved art-making activities. Supervised by a teacher,four students each made two works of art using different media.

Appendix 1: National Education Monitoring Project 5 1

Minimum intrusion Every effort is made to minimise disruption and extra demands for schools.The use of outside teachers to conduct the assessments, central provision ofall equipment and materials, and flexibility in the choice of an assessmentweek and the programme within that week all served to make schools morewilling to participate. These factors, combined with the extensive informationprovided about the project, were received very positively in 1995. Schools,parents and children generally seemed happy about their experience withnational monitoring. Highly positive comments were made by many of them,and despite the availability of the Project’s 0800 number to all schools andparents involved, only one minor concern was raised with the Project direc-tors during the 10 weeks of assessments.

What is Monitored?The New Zealand Curriculum Framework is the blueprint for the schoolcurriculum. It places emphasis on seven essential learning areas, eight essen-tial skills, and a variety of attitudes and values. National monitoring aims totouch touch upon all of these areas, rather than restrict itself to preselectedpriority areas.

In order to cover such a broad range, yet do so in adequate depth, assessmentof the range of areas is to be spread across four years, and then the same cyclewill be repeated in subsequent four year periods. Some of the skills and atti-tudes will be assessed every year, but other skills and the subject areas will beallocated to specific years. The planned schedule is set out below.

†Attitudes and values assessed include: motivation and confidencein different learning areas, involvement in related development ac-tivities outside school, and developing attitudes and values relevantto the school curriculum.

How are Tasks Selected and Developed?Many of the assessment tasks used in national monitoring are developed spe-cifically for the Project, over a period of about 18 months before the assess-ments take place. The remainder are adapted from tasks already in use in NewZealand or elsewhere.

Year New Zealand Curriculum Framework

1 1995 Science

Art

Information Skills (graphs, tables, maps,charts and diagrams)

2 1996 Language: Reading and Speaking

Aspects of Technology

Music

3 1997 Mathematics (numeracy skills)

Social Sciences

Information Skills (library, research)

4 1998 Language: Writing, Listening, Viewing

Health and Physical Well-being

Com

mun

icat

ion

skill

s

Prob

lem

-sol

ving

ski

lls

Self-

man

agem

ent a

nd c

ompe

titiv

e sk

ills

Soci

al a

nd c

o-op

erat

ive

skill

s

Wor

k an

d st

udy

skill

s

Attit

udes

†


Advisory panels For each major curriculum area to be assessed, a small (five or six member)national advisory panel is formed. A panel normally includes three or fourcurriculum experts from colleges of education or universities, at least oneprimary or intermediate school teacher and at least one person who can effec-tively present a Maori perspective. In a one day meeting with Project staff, thepanel develops a one page framework for task development and selection.This framework identifies the main areas to be covered by national monitor-ing, such as the main strands of the subject, and the most important skills andattitudes. It usually links quite closely to the corresponding national curricu-lum document, but has some significant differences of wording and emphasisto fit with the goals of national monitoring.

Subcontractors Subcontractors are then appointed to work on task development and informaltrialing. A condition of their contract is that they will include teachers in theirteam. It is our experience that most tasks submitted by subcontractors willrequire substantial further development before they are ready for use in na-tional monitoring. It is very clear, however, that the ideas provided make avital contribution towards a rich final blend of assessment tasks.

When subcontractors have submitted their reports, the national advisory panelmeets for two or three days with Project staff to review all available tasks(from subcontractors, from the Project’s library, and from development workundertaken by Project staff ). The goals of this meeting are to identify tasksworthy of further development work and/or trialing, to make suggestions forimprovement of tasks or development of new tasks, and to look for areas ofthe framework which may be inadequately represented in the available tasks.

Further development Following this meeting, the project staff will continue to work on the morepromising tasks, revising them as suggested by the national panel, developingresource materials needed for national use of the tasks, and conducting fieldtrials. Project staff then conduct a final review, in consultation with members of thenational advisory panel, and select tasks for use in that year’s national monitoring.

Field trial About three months before national assessment is due to take place, the se-lected tasks are given a final field trial. Any necessary modifications to indi-vidual tasks or to their administration are then made, and final task materialsare produced in sufficient quantities for the full national sample of schoolsand students.

What Criteria are Used for Task Selection and Development?Seven major criteria are considered when tasks are being developed and se-lected for inclusion in national monitoring. The central focus is on obtainingthe richest possible picture of the knowledge, skills and attitudes which thestudents are developing to become good contributors to and participants insociety. The seven criteria are listed below.

Wide range 1:Tasks assess a wide range of significant learning outcomes (cognitive, affec-tive and physical), and emphasise knowledge and skills which are valuable infurther learning and in life outside school. Outcomes are not excluded merelybecause they are difficult to assess. The importance and validity of the result-ing information are the dominant considerations.

Meaningful context 2: Tasks are set in meaningful contexts related to students’ experiences. Fulluse is made of media and materials to enrich tasks, increase authenticity, andcommunicate task requirements effectively.

What students can do 3: Tasks are designed to assess what students are able to do, and are not re-stricted to gauging their abilities against stated curriculum goals for their classlevel.

Span the range 4: Tasks span the expected range of capabilities of year 4 and year 8 students. Sometasks allow very able students to demonstrate the extent of their abilities, others allowthe least able students to show the skills and knowledge they do have. Task administra-tion procedures allow all students to have a positive assessment experience.

Appendix 1: National Education Monitoring Project 5 3

Avoid bias 5: Individual tasks avoid unnecessary bias associated with gender, culture orsocial background. However, tasks which may reflect the experiences, inter-ests and skills of particular categories of students are included, and care istaken to achieve a good balance of tasks across those categories.

Variety of formats 6: Tasks use a wide variety of formats, chosen to suit the outcomes being as-sessed. These include interviews, observations, questionnaires, and measuresof performance on physical tasks, as well as the commonly used pencil-and-paper formats. Many of the tasks allow processes to be analysed, in addition tooutcomes.

Time required 7: Each task can be administered satisfactorily in school settings, in less than anhour, by a visiting teacher trained in assessment procedures and working withone or four students. Sufficient time is allowed for each student to make agood attempt at completing each task.

How are the Student Performances Analysed and Reported?About 20 senior education students, most of whom are at or near the end oftheir training as primary school teachers, together with about 130 teachers,assist the permanent staff with the analysis and marking of the student’s per-formances each year. The marking process includes discussion of initial exam-ples and periodic checks on consistency of marking by different markers.Teacher professional development through participation in the marking proc-ess is another substantial benefit from national monitoring. In evaluations oftheir experiences on a four point scale (“dissatisfied” to “highly satisfied”), 70to 90 percent of the teachers who marked student work in 1995 chose “highlysatisfied” in response to questions about:

➢ the extent to which marking experience was professionallysatisfying and interesting

➢ the contribution to their professional development in the area ofassessment

➢ whether they would recommend NEMP marking work tocolleagues

➢ whether they would be happy to do NEMP marking again.Written reports will be produced for each curriculum area covered, with peri-odic reports about cross-curricular skills. The use of video reports is beingconsidered, because of their strong communicative power, but for this explicitpermission will be needed from parents of students who appear in the videoreports.

Each report will fully describe about two thirds of the tasks used that year,thus giving teachers details of a substantial number of carefully developedassessment tasks which can be used as models or prototypes to enrich theirown assessment practices. Because the remaining one third of tasks will beused again four years later, so that trends in performance can be reported, it is notdesirable that this subgroup of tasks be described in detail or widely available.

ReferencesDepartment of Education (1962). Report of the commission on education inNew Zealand (“Currie Report”). Wellington: Government Printer.Educational Development Conference (1974). Improving learning and teach-ing: report of the working party on improving learning and teaching. Wel-lington: Educational Development Conference.Working Party on Assessment for Better Learning (1990). Tomorrow’s stand-ards: the report of the ministerial working party on assessment for betterlearning. Wellington: Ministry of Education.Ministry of Education (1993). The New Zealand curriculum framework. Wel-lington: Learning Media.Royal Commission on Social Policy (1988). The April Report: report of theroyal commission on social policy. Wellington: The Commission.

54 APPENDIX 2THE SAMPLE OF SCHOOLS AND STUDENTS IN 1995

Sampling proceduresIn 1995, 2871 children from 256 schools were in the final samples to partici-pate in national monitoring. About half were in year 4, the other half in year 8.At each level, 120 schools were selected randomly from national lists of state,integrated and private schools teaching at that level, with their probability ofselection proportional to the number of students enrolled in the level. Theprocess used ensured that each region was fairly represented. Schools withfewer than four students enrolled were excluded, as were special schools andKura Kaupapa schools (by mutual agreement, the latter will be included from1999 onwards).

Late in April 1995, the Ministry of Education provided computer files contain-ing a lists of eligible schools with year 4 and year 8 students, organised byregion and district, including year 4 and year 8 roll numbers drawn from schoolstatistical returns based on enrolments at 1 March 1995.

From these lists, we randomly selected 120 schools with year 4 students and120 schools with year 8 students. Schools with four students in year 4 or 8 hadabout a one percent chance of being selected, while some of the largest inter-mediate (year 7 and 8) schools had a more than 90 percent chance of inclu-sion. In the two cases where the same school was chosen at both year 4 andyear 8 level, a replacement year 4 school of similar size was chosen from thesame region and district, type and size of school.

Pairing small schoolsAt the year 8 level, five of the 120 chosen schools had less than 12 year 8students. For each of these schools, we identifed the nearest small schoolwhich met our criteria to be paired with the first school. Wherever possible,schools with 8 to 11 students were paired with schools with 4 to 7 students,and vice versa. However, the travelling distances between the schools werealso taken into account. Similar pairing procedures were followed at the year4 level, creating 11 pairs of schools. Intriguingly, one of these pairs was onGreat Barrier Island.

Contacting schoolsDuring the first week of May, we attempted to telephone the principals oracting principals of all schools in the year 8 sample. We made contact with allschools during that period, where necessary leaving messages for the princi-pal to return our call on the Project’s 0800 number. Discussions with the lastfew principals were not completed until the first day or two of term 2.

In our telephone calls with the principals, we briefly explained the purpose ofnational monitoring, the safeguards for schools and students, and the practicaldemands participation would make on schools and students. We informed theprincipals about the materials which would be arriving in the school (a copyof a 15 minute NEMP videotape plus copies for all staff and trustees of theNEMP brochure and detailed booklet for sample schools). We asked the prin-cipals to consult with their staff and Board of Trustees and confirm their par-ticipation by the end of June.

A similar procedure was followed in early June with the principals of the schoolsselected in the year 4 sample, and they were asked to respond to the invitationby the middle of July.

Appendix 2: The 1995 Sample 5 5

Response from schoolsOf the 256 schools invited to participate, 254 agreed. Both schools whichdeclined were in the year 8 sample. One of these declined because of majordisruptions over the previous 18 months for its year 8 students — an argu-ment which seemed well founded. The other declined because the principalwanted to make a political protest about the implications of proposed changesin staffing allocations for his school and the lack of response from the Ministryto his protests. Each of these two schools was replaced in the sample: one bythe nearest school of similar type and size, the other by a randomly chosenalternative school from the same district (there was no other school of thesame type in that district).

Sampling of studentsWith their confirmation of participation, each school sent a list of the namesof all year 4 or year 8 students on their roll. Using computer generated ran-dom numbers, we randomly selected the required number of students (12, or4 plus 8 in a pair of small schools), at the same time clustering them intorandom groups of four students. The schools were then sent a list of theirselected students and invited to inform us if special care would be needed inassessing any of those children (e.g. children with disabilities or limited skillsin English).

At the year 8 level, we received about 90 comments from schools about par-ticular students. In about 45 cases, we randomly selected replacement stu-dents because the children initially selected had left the school between thetime the roll was provided and the start of the assessment programme in theschool, or were expected to be away throughout the assessment week. Theremaining 45 comments concerned children with special needs. Each suchchild was discussed with the school and a decision agreed. Six students werereplaced because they were very recent immigrants (within six months) whohad extremely limited English language skills. One student was replaced be-cause of severe physical health problems, and eight students were replacedbecause they had disabilities of such seriousness that it was agreed that thestudents would be placed at emotional risk if they participated. Participationwas agreed upon for the remaining 30 students, but a special note was pre-pared to give additional guidance to the teachers who would assess them.

In the corresponding operation at year 4 level, we received about 125 com-ments from schools about particular students. In part, the larger number arosebecause there was a longer time gap between our receipt of the class rolls andthe assessment weeks. This meant that about 75 children originally selectedneeded to be replaced because they had left the school. Eleven students werementioned because of their ESOL status, and two because they were partici-pants in total immersion Maori language programmes. Of these, four veryrecent immigrants were replaced and assessment in Maori was arranged forthe two immersion students. Two students were replaced because they hadbeen reclassified as year 3. Other special needs were mentioned for 26 chil-dren, and 7 of these children were replaced (3 because of very severe physicaldisabilities, and 4 because of concerns about their ability to cope with theassessment situation). Special notes for the assessing teachers were made about28 children retained in the sample.

Communication with parentsFollowing these discussions with the school, Project staff prepared letters toall of the parents, including a copy of the NEMP brochure, and asked the schoolsto address the letters and mail them. Parents were told they could obtainfurther information from Project staff (using an 0800 number) or their schoolprincipal, and advised that they have the right to ask that their child be ex-cluded from the assessment.


Our 0800 number was monitored in evenings, as well as during the day, fortwo weeks following each mailing of letters to parents.

At the year 8 level, we received about 18 phone calls and one e-mail message,including several from students wanting more information about what wouldbe involved. The main issues raised by parents were our reasons for selectionof their child, a wish for fuller details or reiteration of what would be involved,concern that limited skills would place their child at risk, or reluctance of thechild to take part. Four children were replaced as a result of these contacts,one at parents’ request (a child with special needs who had previously beendiscussed by school and Project staff ), and three where the parents were happyfor their child to participate but the child was not (one because friends hadnot been selected, the other two — from high SES schools — because theywere concerned about performing badly or falling behind in their regularschoolwork).

At the year 4 level we received about 12 phone calls from parents. Somewanted details confirmed or explained (notably about reasons for selection).Five children were withdrawn at parents’ request: one because the child wasnot allowed to watch video material, one because the parent did not want thechild videotaped, two because of concern about added stress on children whowere already under stress at school, and one for unspecified reasons).

Practical arrangements with schoolsOn the basis of preferences expressed by the schools, we then allocated eachschool to one of the five assessment weeks available and gave them contactinformation for the two teachers who would come to the school for a week toconduct the assessments. We also provided information about the assessmentschedule and the space and furniture requirements, offering to pay for hire ofa nearby facility if the school was too crowded to accommodate the assess-ment programme.

Results of the sampling processAs a result of the considerable care taken, and the attractiveness of the assess-ment arrangements to schools and children, the attrition from the initial sam-ple was very low. Less than one percent of selected schools did not participate,and less than two percent of the originally sampled children had to be re-placed for reasons other than their transfer to another school. The sample canbe regarded as very representative of the population from which it was cho-sen (all children in New Zealand schools at the two class levels except the oneto two percent in special schools, Kura Kaupapa schools, or schools with lessthan four year 4 or year 8 children).

Of course, not all the children in the sample were actually able to be assessed.Some were absent from school for some or all of their assessment sessions,and a small percentage of performances were lost because of malfunctions inthe video recording process. For many tasks, over 95 percent of the samplewere assessed. No task had less than 90 percent of the sample assessed. Giventhe complexity of the Project, this was a very acceptable success rate.

Appendix 2: The 1995 Sample 5 7

Demography

Composition of the sample

Because of the sampling approach used, regions were fairly represented in thesample, in approximate proportion to the number of school children in theregions.

% of % ofVariable Category Year 4 Sample Year 8 Sample

Gender Male 50 0

Ethnicity Non-Maori 78 81Maori 22 19

Geographic Zone Greater Auckland 25 25Other North Island 52 52South Island 23 23

Community Size > 100,000 51 5510,000–100,000 30 27< 10,000 19 18

School SES Index Bottom 30 percent 35 30Middle 40 percent 39 43Top 30 percent 26 27

School % Maori < 10% 32 3710–30% 45 43> 30% 23 20

School % Pacific Up to 5% 67 76Island > 5% 33 24

Size of School < 20 y4 students 1620–35 y4 students 20> 35 y4 students 64<35 y8 students 1735–150 y8 students 38> 150 y8 students 44

Type of School Full Primary 31Intermediate 58

Percentages of children in each category of the demographic variables

RegionRegion % of Year 4 Sample % of Year 8 SampleNorthland 5.0 4.2

Auckland 28.5 28.4

Waikato 10.0 10.0

Bay of Plenty/Poverty Bay 8.4 8.3

Hawkes Bay 4.7 5.0

Taranaki 3.3 3.3

Wanganui/Manawatu 6.6 6.7

Wellington/Wairarapa 10.9 10.8

Nelson/Marlborough/W. Coast 4.2 4.2

Canterbury 10.9 11.7

Otago 4.2 4.2

Southland 3.3 3.3

Percentages of children from each region

University of Otago

The Educational Assessment Research Unit

National monitoring provides a “snapshot” of what NewZealand children can do at two levels in primary andintermediate schools: ages 8–9 and ages 12–13.

The main purposes for national monitoring are:

• to meet public accountability and information requirements byidentifying and reporting patterns and trends in educationalperformance

• to provide high quality, detailed information which policymakers, curriculum planners and educators can use to debateand review educational practices and resourcing.

Understanding and using information presentedin the form of graphs, tables or maps is animportant part of everyday life in our community.

Graphs help us learn about how the values of shares arechanging or the fortunes of political parties are fluctuating.

We use tables in various guises, such as timetables, tables ofpostage rates and tax tables.

Maps also feature regularly in our lives, as we encounterfloor plans in shopping malls and public buildings, use streetmaps to find our way arounds towns and cities, or studyweather maps in the hope that they may enlighten us aboutwhat clothes to wear or activities to plan.

GR

AP

HS

, TA

BL

ES

AN

D M

AP

S

ISSN 1174–0000ISBN 1–877182–02–8

Front illustration a pie graph drawn by a year 4 student

Date post:	10-May-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times

Graphs, Tables and Maps Assessment Results 1995 · Biscuit Eating 27 CHAPTER 4C UCTING ONSTR OR...

Documents