National Report on Schooling in Australia 2011

Aboriginal and Torres Strait Islander education

7.4 Literacy and numeracy (Third Page)

Continued from previous page... 
 

National Assessment Program (NAP) – Information and Communication Technology Literacy

The National Sample Assessment for Information and Communication Technology Literacy (NAP – ICT Literacy) tests students’ ability to appropriately access, manage, integrate and evaluate information, develop new understandings and communicate with others in order to participate effectively in society.

In 2011, 5,710 Year 6 students, of which three per cent identified as Aboriginal or Torres Strait Islander, participated in the NAP – ICT Literacy assessment. For the Year 10 cohort, 5,313 students participated, of which three per cent identified as Aboriginal or Torres Strait Islander. The participating students were from both government and non-government schools. 

 
 

Table 7.14     Percentage of students participating in the NAP – ICT Literacy assessment by  

                  year level, by Indigenous status, Australia, 2011

Indigenous status

Year 6

(%)

Year 10

(%)

Indigenous

3

3

Non-Indigenous

91

89

Missing data

6

8

 

Notes:

Codes used in the NAP – ICT Literacy Student Participation Form:

  • Non-Aboriginal or Torres Strait Islander: Neither Aboriginal nor Torres Strait Islander origin
  • Aboriginal or Torres Strait Islander: Aboriginal but not Torres Strait Islander origin; Torres Strait Islander but not Aboriginal origin; Both Aboriginal and Torres Strait Islander origin
  • Missing: not stated/unknown
Sources: ACARA, National Assessment Program – ICT Literacy Years 6 and 10 Report, 2011, Table 2.5, p. 21; ACARA, National Assessment Program – ICT Literacy Technical Report, 2011, Table 5.1, p. 37
 
 

The proportion of students achieving at or above the proficient standard, Level 3 for Year 6 students and Level 4 for Year 10 students, in Information and Communication Technology Literacy is a key performance measure (KPM) in the Measurement Framework for Schooling in Australia.

 
The proportion of students achieving at the proficiency standards by Indigenous status is reported in Table 7.15.

 

Key Performance Measure 5

Proportion of students achieving at or above the proficient standard in ICT Literacy


Table 7.15       Proportion of students achieving at or above the proficient standards in ICT Literacy, by 

                                                   Indigenous status, Australia, 2011 (per cent)

Proportion of students achieving 

Notes:

Results are rounded to the nearest whole number.

CI± = Confidence Interval (1.96*SE)

Source: ACARA, National Assessment Program – ICT Literacy Years 6 and 10 Report, 2011, Table 4.12, pp. xxii, 61

 
 

Nationally, the performance of non-Indigenous students was higher than that of Aboriginal and Torres Strait Islander students at both year levels.¹ Sixty-four per cent of non-Indigenous Year 6 students performed at or above the Proficient Standard compared to 31 per cent of Indigenous students. Sixty-six per cent of non-Indigenous Year 10 students performed at or above the Proficient Standard compared to 36 per cent of Indigenous students.

The NAP – ICT Literacy results in 2011 show a large gap in performance between Aboriginal and Torres Strait Islander students and non-Indigenous students. These findings are similar to those in previous assessments for both Years 6 and 10.
 
The National Assessment Program – ICT Literacy Years 6 and 10 Report for 2011 is available on the National Assessment Program website.
 
 

¹ ACARA, National Assessment Program – ICT Literacy Years 6 and 10 Report, 2011, p. xviii