National Assessment Program: ICT Literacy 2022: Public report

This public report documents the findings of the sixth National Assessment Program ICT Literacy (NAP–ICT Literacy) assessment cycle. In reporting national key performance measures (KPMs) of Australian students’ ICT literacy, the NAP–ICT Literacy assessment provides a way to monitor progress towards the Alice Springs (Mparntwe) Education Goals for Young Australians. Goal 2 of the Alice Springs (Mparntwe) Education Declaration is that “all young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community” (Education Council 2019, p. 6). The elaboration of this goal highlights the importance of young Australians’ digital and ICT literacy in a rapidly evolving technological landscape and establishes the context and rationale for reporting on student achievement and progress in this area. For NAP–ICT Literacy 2022, ICT literacy is defined as “the ability to use ICT appropriately and safely to access, manage and evaluate information; develop new understandings; apply computational, design and systems thinking to create solutions; communicate and collaborate with others; and engage productively with emerging and future technologies” (ACARA 2020, p. 13). The NAP–ICT Literacy assessment instrument requires students to apply their ICT knowledge within real-world contexts that represent the 4 strands and integrated aspects outlined in the NAP–ICT Literacy Assessment Framework. These are: understanding ICT and digital systems, investigating and planning solutions with ICT, implementing and evaluating digital solutions, and applying safe and ethical protocols and practices when using ICT

Downtown Providence Farmers Market Design

This market essentially combines a marketplace with an existing or new industrial building. The hybrid created results in space that has daily retail sales and hours, as well as other goods available at other times. The industrial aspect typically acts as the anchor, as the market’s activities help attract a different group of consumers at other business times. An example of this would be a seafood supply warehouse that also provides dining and entertainment as a nightlife destination

Ireland, India and empire : Indo-Irish radical connections, 1919-1964

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Australian teachers and the learning environment: An analysis of teacher response to TALIS 2013: Final Report

The OECD Teaching and Learning International Survey (TALIS) is the first international survey programme to focus on the learning environment and the working conditions of teachers in schools. The overarching aim of TALIS is to provide robust, policy relevant indicators and analysis on teachers and the learning environment for an international audience. It aims to provide an opportunity to examine best practice in education systems around the world, to allow countries to identify other education systems facing similar challenges to their own and to learn from other policy approaches. TALIS provides internationally comparable information in the areas of teacher demographic characteristics, school leadership, teacher professional development, systems of feedback and appraisals for the teaching workforce, school effectiveness, and teacher practices and beliefs. As was the case for the 2008 cycle of TALIS, the Department of Education (formerly DEEWR) again commissioned the Australian Council for Educational Research (ACER) to oversee and conduct the implementation of TALIS 2013 in Australia. In Australia, over 2000 teachers and 149 principals in 149 schools comprised the ISCED 2 sample. In the Australian context, ISCED 2 teachers are defined as teachers of students in lower secondary education or, more specifically, teachers of students in Years 7, 8, 9 or 10

ICT in the Teaching of Science and Mathematics in Year 8 in Australia: report from the IEA Second International Technology in Education Study (SITES) survey

The IEA Second International Technology in Education Study (SITES) is an international comparative research program studying the use of Information and Communications Technology (ICT) in education. Its central focus is on understanding how ICT affects the way teaching and learning takes place in schools. In many educational systems there is a desire to use ICT to support changes in teaching and learning and policies have been implemented to promote the use of ICT by equipping schools with computers and network connections, training teachers in the use of ICT and providing digital resources. Although there is a growing body of research on the educational effects of ICT, much of it is based on intensive studies of small samples. SITES, however, surveyed large representative samples of schools using questionnaires with established psychometric properties so that variations within, and among, countries in the links between ICT and pedagogy could be investigated. The SITES project was conducted internationally in 22 countries during 2006 and then implemented in Australia as a comparison study in 2007

The role of psychopathic traits and substance abuse in predicting violent victimization in patients with schizophrenia spectrum disorders

We examined the relationship between psychopathic traits and substance abuse and violent victimization in 94 community patients meeting DSM-IV criteria for schizophrenia spectrum disorders in contact with public mental health services in Victoria, Australia. Data on violence and victimization were collated from multiple sources and combined to categorize patients into victims of serious violence (VV; n=74) and those who were not victims of serious violence (NVV; n=20) groups. The VV group had higher rates of unemployment and previous violence but did not differ from the NVV on current symptom ratings. The VV group has significantly higher substance abuse and psychopathy scores, but only psychopathy score significantly contributed to the prediction of victimization. All psychopathy facets were reasonably good predictors of victimization status, but the antisocial facet contributed most to the prediction of victimization. A better understanding of the role and contribution of antisocial (particularly psychopathic) traits in violent victimization in mentally ill populations is needed to better inform community management plans. © 2012 John Wiley & Sons, Ltd

National Assessment Program : Civics and Citizenship 2013 Year 6 and Year 10 : Technical Report

In 1999, the State, Territory and Commonwealth Ministers of Education, meeting as the tenth Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), agreed to the National Goals for Schooling in the Twenty-first Century. Subsequently, MCEETYA agreed to report on progress toward the achievement of the National Goals on a nationally-comparable basis, via the National Assessment Program (NAP). As part of NAP, a three-yearly cycle of sample assessments in primary science, civics and citizenship and ICT was established. The three previous cycles of NAP – CC were conducted in 2004, 2007 and 2010. As a result of a 2010 Australian federal government initiative and under the direction of SCSEEC, ACARA was tasked with developing and trialling online (Internet-based) delivery of the national sample assessments in science literacy, ICT literacy and civics and citizenship. The student test and student questionnaire developed for the 2013 NAP – CC were consequently delivered to students online. This is in contrast to the previous three cycles of NAP – CC which were all completed on paper. This report describes the procedures and processes involved in the conduct of the National Assessment Program – Civics and Citizenship (NAP – CC) 2013, the fourth cycle of NAP – CC

National Assessment Program Civics and Citizenship National Report 2019

The National Assessment Program - Civics and Citizenship assesses students’ skills, knowledge and understandings of Australian democracy and its system of government, the rights and legal obligations of Australian citizens and the shared values which underpin Australia’s diverse multicultural and multi-faith society. It also provides an indication of student attitudes and their engagement in civic-related activities at school and in the community. This report presents the findings of the sixth National Assessment Program – Civics and Citizenship, which was administered in 2019. At the national level, while student performance for both Year 6 and 10 students has plateaued, it is worth noting that female students at both levels continue to demonstrate higher levels of civic knowledge and the vast majority of male and female students indicate increasingly positive attitudes towards Aboriginal and Torres Strait Islander cultures and Australian diversity since 2010

NAP sample assessment ICT literacy: years 6 and 10.

This report presents the findings for Year 6 and Year 10 student achievement in ICT literacy together with survey findings related to students’ use of digital devices in and outside of school, and their attitudes towards using ICT. The National Assessment Program – Information and Communications Technologies (NAP-ICT)assessment framework underpinning the design of the test, includes opportunities for students to demonstrate their ICT literacy abilities across a range of integrated ‘real-world’ tasks including accessing and managing information, sharing knowledge, creating information products and using ICT responsibly by considering social, legal and ethical questions

National Assessment Program : ICT literacy 2011 : Year 6 and Year 10 : technical report

This report describes the technical aspects of the National Assessment Program – ICT Literacy (NAP – ICTL) 2011 sample assessment and summarises the main activities involved in the data collection, the data collection instruments and the analysis and reporting of the data. Chapter 2 summarises the development of the assessment domain and describes the process of item development and construction of the instruments. Chapter 3 reviews the sample design and describes the sampling process. It also describes the weighting procedures that were implemented to derive population estimates and calculation of participation rates. Chapter 4 summarises the field administration of the assessment. Chapter 5 deals with management procedures, including quality control and the cleaning and coding of the data. Chapter 6 describes the scaling model and procedures, item calibration, the creation of plausible values and the standardisation of student scores. It discusses the procedures used for vertical (Year 6 to Year 10) and horizontal (2011 to 2008 and 2005) equating with procedures for estimating equating errors. Chapter 7 outlines the proficiency levels and standards. Chapter 8 discusses the reporting of student results, including the procedures used to estimate sampling and measurement variance and the reporting of statistics for, and comparisons among, jurisdictions and designated groups of students over time