Statistics User Manual v4.3
Contents
1. Calendar Year 2008 School selection 7 School selection 7 Choose a Region All i Choose a Region AII M Then Then A School ABC High School v A School All am Or any combination of Or any combination of School Decile Band School Decile Band All School Gender School Gender All w Candidate selection 7 Candidate selection A Candidate Gender Both v Candidate Gender Both Candidate Ethnicity aj E v Candidate Ethnicity aj v Percentages Numbers Breakdown by J Ethnicity C Gender Subject A Economic Theory and Practice Show internal entries with no reported result 7 Figure 14 Subject data analysis screenshot Creating Data for a Subject Analysis In this example we will perform a longitudinal analysis to compare a schools subject results with national results for the same subject Selecting the data 1 Choose the Results by Subject and Standard report 2 Create a base report a Select a Year b Select your region then select your school c Select a Subject from the subject field 3 Create a comparison report a Check the Comparison Reporting Criteria Checkbox b Select the same Year c Leave region and school unselected 4 Click submit Importing the data into excel h 125 iv Results by Subject and Standard Economic Theory and Practice ABC High Schoo National of Not of Not Standard Type Results Achieved Achieved Merit Excellence Results Achieved Achieved Merit Excel2. NZ A lt n egal Banners palira A O AOTEARO Secondary School Data and Statistics on the NZQA Website 24 March 2010 Version 4 3 Secondary School Data and Statistics Version 4 3 1 1 2 1 ZZ 239 2 4 Zo 3 1 32 3 3 3 4 3 5 3 6 4 1 4 2 4 3 5 1 N2 5 3 6 1 6 2 6 3 7 1 Contents PEVGPOCUCULOD escri 3 Wiee an C2 atta irt ala cech henselae meh teh E heed lashes Sales Ohencet Man aakese 3 Overview OF UE WeDS esios a Aen 6 NCEA and other NOF OualinCattOns seieinidi iins E E EOT 6 NCEA Endoro meni arend A A A 7 Results by Subjectand Standard escroa E sieeste 9 Scholars hip Entries anid Resuli cusesenrecit as etycachceriiaet tee E a cata teadeeie 11 Literacy and Numeracy requirements for NCEA Level 1 ssnnsenssessssseeeessssssssseeeees 13 Creatina ReEDOTIS scissioni E EEE EE 14 Vata SCC CLONE OOS araen aa a a sage a E 15 SL D Eee i O E E E R E E E AT 16 CAI AL SSC LCC oine a a eae da a eae meea lt 16 NIW S Ne CLO heii bertspar caste Sara maedast A ian niles E 17 SUD REDOC LINK S inaa e aS 18 Navigating back to the report criteria selection screen eeessssssssseeerssssssseseeeres 18 Worked Examples of Creating Reports eesccccccoocscsssssesccccccececooososossssssseccseeeeeessssso 19 NCEA and other NQF Qualifications single region ssseeeeessessssseeerssssssssseerees 19 NCEA and other NQF Qualifications comparative regions cccceeeeeeeeeeeeees 20 Results by SUDj
3. 78 0 Agriculture Horticulture Science 29 13 8 25 84 0 Art History 346 22 3 267 81 3 Biology 1 487 19 4 1 184 82 1 Chemistry 1 543 18 7 1 255 83 3 Chinese 100 13 0 87 88 5 Classical Studies 755 21 9 585 74 0 Drama 394 447 218 74 3 Economics 792 22 9 611 E English 1 695 23 5 1 285 70 3 French 255 17 6 210 86 2 Geography 885 12 3 776 78 7 German 108 11 1 96 88 5 Graphics 302 5 6 284 84 9 History 881 20 7 644 74 1 Japanese 154 18 2 123 83 7 Latin 25 8 0 23 78 3 Mathematics with Calculus 1 309 16 0 1 095 79 5 Media Studies 444 33 6 290 70 7 Music Studies 155 23 9 118 72 9 Physical Education 526 31 0 358 743 Physics 1 238 18 9 999 81 6 Science 166 rt OF 120 775 Spanish 82 8 5 75 88 0 Statistics and Modelling 1 543 227 1 191 64 0 Te Reo Maori 157 19 1 127 89 0 Te Reo Rangatira 39 26 35 82 9 Technology 250 45 2 137 76 6 Visual Arts 1 672 51 9 805 67 1 Report Parameters Show gender no Show ethnicity no Show decile no Scholarship Subject All Subjects Base Report Parameters Academic Year 2009 Region All School All Gender Both Ethnicity All Decile All School Gender All 20 7 28 19 9 2 1 16 0 16 1 2 6 15 7 22 14 6 22 10 3 1 1 22 7 32 22 9 28 19 8 2 9 aut 40 11 4 24 19 7 15 10 4 1 0 13 0 2 1 22 8 3 1 13 8 24 17 4 43 17 9 2 6 25 9 3 4 23 7 3 4 22T 2 0 16 4 2 0 20 0 25 10 7 1 3 325 ZE 8 7 24 14 3 29 19 7 3 6 28 8 4 1 pence a rg OAT a in a Scholarship subject The Scholarship cohort for a subje
4. Candidate Ethnicity Cumulative Current Year Percentages Numbers Breakdown by Decile Band Ethnicity Gender Qualification A NCEA Level 1 vi Figure 2 Criteria page for creating an NCEA Endorsements report Note that an Endorsement report can also be accessed through a Qualifications report by clicking on the heading for NCEA Level 1 2 or 3 Gh 125 Endorsements by Year Level National Certificate of Educational Achievement Level 1 ABC High School Yeart1 Yeart Year13 Endorsement Total Achieving Level 1 Achieved with Excellence Achieved with Merit No Endorsement Report Parameters show gender no Show ethnicity no Show decile no Qualification Attained Cumulative These are the percentages of students from ABC High NCEA Qualification Level NCEA Level 1 School who achieved NCEA Level 1 in Year 13 gaming the qualification with each of Excellence Merit and No Base Report Parameters Endorsement Academic Year 2008 Region All These numbers are percentages of the Total Achieving Level school ABC High School 7 the number in bold above them Gender Both Ethnicity All Decile NA school Gender WJA Figure 2 Report created by conditions in Figure 1 New Zealand Qualifications Authority 2010 Page 8 of 37 Secondary School Data and Statistics 2 3 Reports show percentages and numbers of Not Achieved Achieved Merit and Excellence results for
5. NSN University Entrance University Entrance NSN Figure 15 A school comparison screen Creating the data Version 4 3 ABC High School Bay of Plenty Year Yeart2 Yeart3 Yeart2 Yearl3 68 8 91 3 of 70 5 654 2 8 238 oo 42 9 36 5 T52 a 333 T50 81 0 71 9 10 0 TAS 01 0 64 9 1 Select NCEA and Other NQF Qualifications Participation Based report 2 Create a base report a Select a Year b Select your region then select your school 3 Create a comparison report a Click the Comparison Report Criteria check box b Select the same year as the base report c Select your region e g Bay of Plenty d Select the decile band that your school is in e g decile band 4 7 Click submit a ee ak Export the data in using the unformatted data format Save the file with a unique filename Open the exported file using Microsoft Excel or the spreadsheet editor of your choice 8 Use Excel to create a graph or prepare the data for reporting purposes Page 32 of 37 Secondary School Data and Statistics Version 4 3 ABC High School Yeart1 Yeari2 Bay of Plenty Yeart3 Yeart1 Yeart2 Yeari3 National Certificate of Educational Achievement NCEA Level 1 138 13 NCEA Level 2 14 427 6 University Entrance g Figure 16 School comparison report screen New Zealand Qualifications Authority 2010 4 1844 340 41 6 aa 1592 149 a6 1 29 877 81 32 804 Page 33 of 37 Secondary Schoo
6. School Data and Statistics Version 4 3 Table 4 summarises some of the main kinds of specific analyses to consider using The focus is on the uses and advantages of each kind of comparison as well as factors that potentially complicate interpretation Please note that many analyses will include elements of more than one of the types described here For example a subject analysis might also include a longitudinal component Table 4 Examples of questions and analyses that can be used with NCEA NQEF data and statistics Type of question Type of analysis How are patterns of results changing over time Longitudinal analysis What are the particular areas of strength and or Subject analysis weaknesses in a teaching programme How does a school compare with other similar schools in School comparison the performance of its students on the NQF analysis How do students with particular demographics compare Demographic Analysis with other students in respect of their achievement 5 1 Longitudinal analyses An analysis that tracks results over time is called longitudinal Example The Figure below shows the proportions of candidates at a school achieving credit in an externally assessed standard over eight successive years 100 90 80 7 72 70 74 75 60 60 50 40 30 of candidates gaining credit 20 2002 2003 2004 2005 2006 2007 2008 2009 Year Figure 11 An example of a presentation of longit
7. What has changed The new design for the on line delivery of secondary school achievement data differs from the old significantly The changes are aimed at providing more useful and easily accessible data and improving website navigation and the visual clarity of the data The main changes are as follows A more meaningful method of calculating the percentages of students achieving NQF qualifications Under the new design of the website users can create tables of data in which denominators for percentages of students gaining qualifications are participation based rather than roll based Users have a choice of two participation based reports the single year report and the cumulative report Page 3 of 37 Secondary School Data and Statistics Version 4 3 In the single year report the denominator the bottom number in a fraction for the percentage of students achieving a given level of NCEA is the number of students who on the basis of their results prior to and entries during a selected year could potentially gain that qualification in that year The numerator the top number of a fraction 1s the number of students who actually gained that qualification in that year In the cumulative report the denominator for the percentage of students achieving a given level of NCEA is the number of students who on the basis of their results prior to and entries during a selected year could potentially gain that qualification by the end of that y
8. are based on participating candidates These reports can be either single year or cumulative Single year reports show numbers and percentages of candidates achieving qualifications within a selected year Cumulative reports show numbers and percentages of candidates achieving qualifications by the end of a selected year In roll based reports all percentages are based on the 1 July school roll figures in a selected year Reports displaying numbers rather than percentages will be the same in both participation and roll based formats NCEA and other NQF Qualifications Qualifications by Year Level Qualification National Certificate of Educational Achievement NCEA Level 1 NCEA Level 2 NCEA Level 3 University Entrance University Entrance Report Parameters Show gender no Show ethnicity no Show decile no Qualification Attained Cumulative Base Report Parameters Academic Year 2009 Region All School All Gender Both Ethnicity All Decile All School Gender All Page 6 of 37 Secondary School Data and Statistics Version 4 3 NCEA and other NQF Qualifications Participation Based Single year or cumulative Base Report Criteria Z Comparison Report Criteria 7 Calendar Year 2009 Calendar Year 2009 School selection A School selection 7 Choose a Region All vi Choose a Region Then Then A School All y A School Or any combination of Or any combination of S
9. of the three For example selecting Gender on the view customisation bar will result in data being shown separately for male and female students Submit The Submit button will create a report based on all options currently selected Reset The Reset button will reset all menu options to default settings View Bar Breakdown by The view bar has slightly different options available depending on the report being run Show internal entries with Not Assessed Results In Results by Subject and Standard reports there is an option to display data pertaining to entries for internally assessed standards for which no result has been reported When this option is selected data for each grade category N A M E and entries with no reported result will be displayed as percentages of the total entries When the option is deselected only data for each grade category will be displayed as percentages of total results For externally assessed standards data for entries with no reported result are not available For these standards data for each grade category are displayed as percentages of total results whether or not the Show No Reported Result option has been selected Page 17 of 37 Secondary School Data and Statistics Version 4 3 Exporting Data After pressing the Submit button to generate a new report export buttons are presented at the top of the screen These buttons allow you to export the data as formatted Microsoft Excel files a
10. standards on the National Qualifications Framework Results are initially aggregated by standard type unit standards internally assessed and externally assessed achievement standards Clicking on a standard type will present results for that type broken down by NQF Level Clicking on a Level will further break down results by individual standards The view showing individual standards is available only if a specific subject has been selected This 1s because the list of standards for all subjects is prohibitively long For internally assessed standards it is also possible to view the proportion of entries for a standard for which no results have been reported figures 3 4 below Results by Subject and Standard Base Report Criteria Z Calendar Year 2008 v School selection 7 Choose a Region All Then A School ABC High School Version 4 3 Results by Subject and Standard Results for Subject and Standard All Subjects Standard Type Unit Standard Internally Assessed Achievement Standard 1 524 312 20 2 Click to break down by NQF Level Excellence 1 990 045 Externally Assessed Achievement Standard 1 580 936 Standard s and Subject s All Subjects Unit Standard uscd Click here to further break down Level 1 to individual standards a 771 070 Level 2 Level 3 Level 4 Level 5 Level 6 226 239 6 239 Or any combina
11. the Ministry of Education website http www minedu govt nz educationSectors Schools SchoolOperations Resourcing OperationalFunding Deciles DecilesInformation aspx 3 1 Data selection tools Figure 6 shows the layout of the tools for selecting data These are arranged as a series of drop down menus One set on the left hand side of the screen is used to make selections for the Base Report and the other on the right hand side of the screen 1s used to make selections for the Comparison Report The menu options for Base and Comparison reports are identical Selections can be made on the basis of Calendar Year Geographic Region Specific School School Decile School Gender Students Gender and Student Ethnicity NCEA and other NQF Qualifications Participation Based Base Report Criteria Z Comparison Report Criteria P Calendar Year 2008 Calendar Year 2008 School selection 7 School selection 7 Choose a Region All v Choose a Region All m Then Then A School ABC High School v A School All y Or any combination of Or any combination of School Decile Band School Decile Band All i School Gender School Gender All v Candidate selection 7 Candidate selection 7 Candidate Gender Both wv Candidate Gender Both Candidate Ethnicity AJl yl Candidate Ethnicity AJ i y Cumulative Current Year Percentages Numbers Breakdown by Z J Decile Band 1 Ethnicity C Gender Figure 6 Screenshot of the data selection window For
12. the same geographical region assume it is Bay of Plenty k 2 oe fee ae From the NZQA statistics site click the Results by Subject and Standard report Base Report Criteria a Select Calendar Year 2007 b Select School Region Bay of Plenty c Select a School ABC High School from the Dropdown list Comparison Report Criteria a Select the comparison report criteria checkbox b Select Calendar Year 2007 c Select School Region Bay of Plenty Subject a Select a subject for comparison e g Health and Physical Education Select the Percentages radio button in the display toolbar Next further refine the information by selecting breakdown by Gender Click Submit Export the data to Excel using the unformatted format Page 23 of 37 Secondary School Data and Statistics Version 4 3 Health and Physical Education of Standard Type Gender Entries Excellence Unit Standard 18 Male 18 Female Internally Assessed Achievernent Standard 1124 9 0 Male 4 124 a0 Female 10 5 Externally Assessed Achievement Standard 6 9 Male Female 7 3 Figure 10 Report resulting from Example 3 actual numbers may vary New Zealand Qualifications Authority 2010 Page 24 of 37 Secondary School Data and Statistics Version 4 3 5 Building Reports for Specific Objectives This section is designed to explain some principles to enable accurate and meaningful data analysis that is comparisons of data that support robust interpretation an
13. two sets of data can be displayed side by side facilitating easy comparison For example data for male students could be displayed in the base report and data for female students in the comparison report or data for a specific school in the base report and aggregated data for other schools with the same decile rating in the comparison report More complex data selections are also possible Table 1 shows three examples of such selections illustrating the kinds of data comparisons that can be made using the new website Table 1 Examples of plausible base and comparison report pairs Base Report Percentage of students gaining NCEA Level 1 at a specific Decile 7 school in 2008 Percentage of Year 12 M ori male students in the Canterbury region gaining NCEA Level 2 in 2008 Distribution of results 1 e the percentages of candidates with each grade level for externally assessed Level 3 Chemistry standards in 2006 Comparison Report Percentage of students gaining NCEA Level 1 across all Decile 7 schools in 2008 Percentage of Year 12 M ori female students in the Canterbury region gaining NCEA Level 2 in 2008 Distribution of results 1 e the percentages of candidates with each grade level for externally assessed Level 3 Chemistry standards in 2008 Page 14 of 37 Secondary School Data and Statistics Version 4 3 For more information regarding school decile and how it is calculated please refer to the following page on
14. with specific demographic characteristics These include Candidate Gender This filter selects data for male or female students only or both genders Candidate Ethnicity This filter selects data for students of specific ethnicities The available ethnic categories are Asian NZ European NZ Maori Pasifika and other Page 16 of 37 Secondary School Data and Statistics Version 4 3 3 4 View Selection Below the data selection menus in the data selection window is the view selection bar This contains several buttons and check boxes that allow further customisation of the data that will be displayed The following options are available on the view selection bar Percentages Numbers Data can be displayed as percentages default or as raw numbers Note that in participation based qualifications reports all percentages are based on the number of participating candidates that 1s the number of candidates who on the basis of results prior to and entries during a selected year could potentially complete a given qualification by the end of the selected year In roll based qualifications reports all percentages will be based on July roll figures in the selected year Participation based and roll based reports displaying absolute numbers rather than percentages are always identical Breakdown by Decile Ethnicity and or gender Data can be broken down split by School Decile Candidate Ethnicity Candidate Gender or any combination
15. 007 from the Calendar Year field Choose the Region Auckland from the Region drop down menu Choose School Gender Boys from the School Gender drop down menu Customise the view by 9 Clicking the breakdown by decile band checkbox in the report viewing window 10 Click Submit to run the report The report should look like this Page 21 of 37 Secondary School Data and Statistics Version 4 3 Export NCEA and other NQF Qualifications Participation Based as 7 Excel Spreadsheet formatted x Excel Spreadsheet unformatted Qualification 1 3 47 8 10 1 3 47 8 10 1 3 4 7 8 10 4 3 47 8 10 1 3 47 8 10 1 3 4 7 8 10 National Certificate of Educational Achievement NCEA Level 1 98 1 95 2 93 5 19 7 16 3 10 7 57 23 0 9 97 5 97 6 98 3 34 0 22 5 14 3 8 6 42 25 N Level 2 1 9 24 29 68 9 77 3 83 1 14 3 9 0 37 0 4 1 3 0 6 63 6 73 0 84 4 25 3 13 0 6 4 NCEA Level 3 0 1 17 4 1 42 9 44 4 48 1 0 1 07 0 2 34 9 417 45 8 University Entrance 17 17 30 5 40 4 46 3 0 0 0 0 0 7 0 2 28 3 39 4 43 9 Report Parameters Base Report Parameters Comparison Report Parameters Figure 9 Report resulting from Example 2 actual numbers may vary New Zealand Qualifications Authority 2010 Page 22 of 37 Secondary School Data and Statistics Version 4 3 4 3 Results by Subject and Standard This example shows you how to create a report comparing results separately for boys and girls for a standard at a specific school ABC High School with other schools in
16. 5 0 category 1 2 categories 1 2 3 4 Page 37 of 37
17. ECt and Standard sisiraan a a 23 Building Reports for Specific Objectives cccccccccsssssssssscccccsssssssssssccccsscessssscsees 25 Ioneitudimal Analy SCS sccwsiertacats tien aseteinaraecualenidieicu aurea aaaecee les aie eee 26 SUD ectara ashe teaaege wer tiakuestaeeacece 29 SCHOOMCOMP Ar SON ANALY S18 asec os peeetat ioe odaecededrie heal een ieee ne tees 31 Reporting on data AMAalySessicsssscsccccecsoesssstvscsececsosssesececcsssevoocsestesadoossenacbonseeicvsssenecsenss 34 roduc ine nero 01 a eer eeeetnren net Rie a ent neta ecu rameny R 34 Visual presenton of dalda a a a a 34 Discussion of data amp critical thinking ce eecccccccccccceesseeeeceeeeeeeaeeeseeeeeeeeeeeeeeeeees 34 ADPPEDdIX Lusissa iea EE a E E a Es aTa 36 Individual Student Information for Schools ssesseseennesssssssoeerrsssssssseerssssssssseeeees 36 Page 2 of 37 Secondary School Data and Statistics Version 4 3 1 Introduction The New Zealand Qualifications Authority NZQA website presents data illustrating the performance of secondary students in gaining qualifications and credits on the New Zealand Qualifications Framework NQF and in New Zealand Scholarship This guide is an accompaniment to the revised statistics pages accessed via the statistics section of the NZQA website The website enables you to create reports to view data on student achievement at individual schools groups of schools and nationally It also supports compar
18. The report will then appear as displayed in Figure 8 Page 19 of 37 Secondary School Data and Statistics Version 4 3 Qualifications by Year Level and Decile Wellington Kapiti Year11 Year12 Year13 Decile Decile Decile Decile Decile Decile Decile Decile Decile 1 3 4 7 8 10 1 3 4 7 1 3 4 7 8 10 Qualification 8 10 National Certificate of Educational Achievement NCEA Level 1 99 6 99 3 98 1 32 2 23 6 11 2 12 4 7 1 3 2 NCEA Level 2 0 4 1 0 64 8 748 86 9 30 3 16 5 75 NCEA Level 3 0 7 0 3 0 3 26 8 37 9 45 3 University Entrance University Entrance 0 1 0 3 245 36 4 43 2 Report Parameters Figure 8 Report resulting from Example actual numbers may differ Note that this report displays NCEA achievement data as percentages which is the default option If you wanted to re run the report with data displayed as absolute numbers you would follow steps 1 4 as described above and then select Numbers from the View Selection bar below the data selection window before pressing Submit Cells that display percentage values of 0 0 indicate that the percentage is actually very slightly greater than zero but has been rounded down to zero When the percentage is really zero the cell will be blank The report also provides a link to endorsement data Clicking on NCEA Level 1 for example provides a breakdown of achievement of NCEA Level 1 with Merit and Excellence endorsements 4 2 NCEA and other NQF Qualifications comparative regi
19. a Be Insufficient potential credits available NSA 12 p Full Hane Tii The screen above shows the four groups of students that are identified in the qualification statistics breakdown The names of the students are revealed by clicking on the percentage number figure in the Table 1 If there are no students in a particular category the category is not displayed Category Those who Achieved the Qualification during the current year 11 Students Category 2 Those who Achieved the Qualification in a previous year 1 Student This student is excluded from the participation denominator for single year calculations but is included in cumulative calculations Category 3 these student had sufficient entries and results from previous years to gain L1 but they fell short of the 80 credits required for L1 2 students Category 4 these students are not participants they had insufficient entries and results from previous years to gain L1 2 students What proportion of students gained the qualification Using the data from the example Single year participation o qualification achievement is 11 13 or 84 6 category 1 categories 1 3 Cumulative participation o qualification achievement is 12 14 or 85 7 categories 1 2 categories 1 2 3 Single Year roll based o qualification achievement is 11 15 or 73 3 category 1 categories 1 3 4 Cumulative roll based o qualification achievement is 12 16 or 7
20. articipation Based report has been updated with 2009 data It can be accessed in the new Archived Secondary School Statistics Views page Page 5 of 37 Secondary School Data and Statistics Version 4 3 2 Overview of the website The website is organised as a series of customisable reports each of which displays a different type of data Two examples are the Qualifications Report which shows percentages and numbers of students gaining NCEA and other qualifications and the Results by Subject and Standard report which shows the distributions of results for individual standards and appropriate groupings of standards The reports are customisable meaning that data for specific schools and groups of schools e g girls schools Decile 6 schools and specific groups of students e g boys Asian students can be displayed by selecting appropriate options from drop down menus The specific reports that are available are presented below with a brief explanation of each 2 1 Reports show percentages and numbers of participating candidates those candidates who on the basis of results prior to and entries during a selected year could potentially obtain a given qualification by the end of a selected year achieving NCEA Levels 1 2 3 and University Entrance Data are broken down by secondary year levels 11 12 and 13 Two kinds of Qualifications reports are available In participation based reports all percentages
21. ce allows users to run reports on a single screen rather than across multiple screens Under the new system base and comparison reports can be presented side by side This allows users to run many different types of comparisons and present them in pairs on the same screen Expanded capacity to filter data according to characteristics of students and schools Whereas the old system was comparatively rigid with respect to its capacity to make comparisons the new system is much more flexible Examples include the following e One school or group of schools can be compared with another school or group of schools Schools can be grouped by Decile School Gender boys schools girls schools and co educational schools and geographical region e National results can be compared with school results for standards in a selected subject e Students achievement data can be simultaneously broken down by gender and ethnicity e There is an enhanced capacity to make longitudinal comparisons that is to compare achievement rates over successive years Page 4 of 37 Secondary School Data and Statistics Version 4 3 Arrangement of standards within subjects Under the old design results for standards could be grouped according to Learning Areas or NQF domains but not by subject Under the new design results distributions are grouped by subjects which are defined by Achievement Standard groupings Unit standards belonging to Achievement Stan
22. chool Decile Band All M School Decile Band School Gender Al w School Gender All Candidate selection 7 Candidate selection 7 Candidate Gender Boh wv Candidate Gender 55 Candidate Ethnicity All Candidate Ethnicity 4 os Cumulative Current Year Percentages Numbers Breakdown by A O Decile Band O Ethnicity Ll Gender Figure 1 Criteria page for creating an NCEA and other Qualifications Participation Based Single year or cumulative report 2 2 NCEA Endorsements Reports show percentages and oe ee numbers of students achieving a National Certificate of Educational Achievement Level 1 Nationa selected level of NCEA with no en endorsement with a Merit Tota Achieving Levelt endorsement and with an severed wet SC Excellence endorsement Data are broken down by Year levels 11 12 and 13 figures and 2 below Report Parameters New Zealand Qualifications Authority 2010 Page 7 of 37 Secondary School Data and Statistics Version 4 3 NCEA Endorsements Base Report Criteria Z 11 Comparison Report Criteria P Calendar Year 2008 Calendar Year School selection 7 School selection 7 Choose a Region All v Choose a Region Then Then A School ABC High School vi A School Or any combination of Or any combination of School Decile Band School Decile Band School Gender School Gender Candidate selection P Candidate selection 7 Candidate Gender Both Candidate Gender Candidate Ethnicity All
23. cific strengths and weaknesses within a particular department Example Consider the Level 1 English standards 90053 Produce formal writing and 90054 Read study and show understanding of extended written text The national results profiles for these standards in 2004 are shown in Table 5 Table 5 National results for 90053 and 90054 in 2004 Not Achieved Merit Excellence Achieved 44 7 38 8 13 9 2 5 5 2 1 1 1 Standard 90053 Produce formal writing eA R Iie 37 6 47 0 12 5 2 9 5 2 1 1 3 Standard 90054 Read study and show understanding of extended written text s In a hypothetical Year 11 English class 79 of the students receive a grade of Achieved or better in standard 90053 compared with 68 for standard 90054 Nationally around 55 of students received a grade of Achieved or better in 90053 compared with 63 in standard 90054 What can the teacher of this class conclude from this First the students seem to be achieving these standards at a somewhat higher rate than the national average However high variability is to be expected in statistics based on small numbers of cases For this reason an analysis across multiple standards may support more reliable conclusions because it would be based on a considerably greater number of results Page 29 of 37 Secondary School Data and Statistics Version 4 3 Results by Subject and Standard Base Report Criteria P Comparison Report Criteria 2 Calendar Year 2008
24. ct comprises all students nationally for whom a subject is in that subject This Figure shows the number of candidates gaining results of N S or O in a scholarship exam for each student in the scholarship cohort This Figure shows the number of candidates gaining results of S or O in a scholarship exam for each student in the scholarship cohort This figure shows the average number of S or O results gained by candidates who gained at least one result of S or O in any subject SNA Standard not Attempted Scholarship Entries and Results Base Report Criteria Z Calendar Year School selection 7 Choose a Region All Then A School Or any combination of School Decile Band All School Gender All aa Candidate selection Candidate Gender Both Candidate Ethnicity All y Percentages Numbers Scholarship Subject CComparison Report Criteria 2 2009 Calendar Year School selection Z Choose a Region All Then A School All Or any combination of School Decile Band All School Gender All Candidate selection Candidate Gender Both Candidate Ethnicity All Breakdown by A C Decile Band C Ethnicity C Gender Figure 5 Criteria page for creating a Scholarship Entries and Results report New Zealand Qualifications Authority 2010 Page 12 of 37 Secondary School Data and Statistics Version 4 3 2 5 Literacy and Numeracy requirements for NCEA Level 1 This r
25. d Base Report Criteria Z Comparison Report Criteria A Calendar Year 2004 Calendar Year 2005 School selection 7 School selection 7 Choose a Region AII v Choose a Region All va Then Then A School All v A School All v Or any combination of Or any combination of School Decile Band All v School Decile Band All School Gender All v School Gender All v Candidate selection 7 Candidate selection 7 Candidate Gender Both Candidate Gender Both F Candidate Ethnicity Ajj v Candidate Ethnicity AJ v Cumulative Current Year Percentages Numbers Breakdown by J Decile Band Ethnicity C Gender Creating and Exporting the Data 1 Choose NCEA and Other NQF Qualifications Participation Based under the available reports 2 Check the Comparison Report Criteria checkbox 3 Select a year on the base report year drop down menu e g 2004 Select your region then select your school Select the next year on the comparison report e g 2005 Select your region then select your school os SS Click submit Page 27 of 37 Secondary School Data and Statistics Version 4 3 8 Export the data using the unformatted export format instructions continued over the page by clicking on the MS Excel icon beside the text 9 Save the file with a unique filename File Download Do you want to open or save this file Name AandotherNOFQualificationsParticipatonBased xls Type Microsoft Excel Worksheet From s
26. d valid conclusions A properly planned analysis tends to save time and effort and to make sure that the most enlightening comparisons are made Therefore we encourage a process of inquiry like the one outlined in Table 3 below It is best to start the process of planning an analysis by asking a simple high level question and then deciding on specific data comparisons that will help to shed light on that question It is also very important to think through limitations on the interpretation of a data comparison there might be explanations other than the most obvious one which need to be taken into consideration Table 3 Suggested process for getting the most out of your data analysis Question Examples 1 What in broad terms do I want to e How is my school doing in terms know of students achieving qualifications 2 What specific data comparisons e Compare with self over time will shed light on what I want to know e Compare with other schools with similar decile ratings and school genders e Break down students by demographics gender ethnicity 3 Are there any limitations of this e How large a set of data is data or analysis available Small numbers of data always results in less reliable analysis e Are the schools I am comparing against dissimilar to mine in important ways other than with respect to decile and school gender which I have already selected to be matched to my school Page 25 of 37 Secondary
27. dard based subjects are also included in theses groupings Unit standards not belonging to any Achievement Standard grouping are grouped according to their NQF sub field Scholarship A new format Scholarship Entries and Results report available in February will show percentages and numbers of Not Achieved Scholarship and Outstanding Scholarship results for New Zealand Scholarship examinations for 2009 and previous years Literacy and Numeracy A new report Literacy and Numeracy requirements for NCEA Level 1 will show percentages and numbers of Year 11 students on 1 July School roll achieving the literacy and numeracy requirements for NCEA Level for 2009 and previous years Improved data export functionality Users can download reports tables of data that they have created for use in Microsoft Excel Please Note The older format reports will still be accessible in the new Archived Secondary School Statistics Views page but will only contain the statistics up to and including 2008 The NCEA and other NQF Qualifications Participation Based report is being retired This was an interim report pending the development of a fully cumulative view in 2009 It was archived in 2010 when it was superseded by the new cumulative report NCEA and other NQF Qualifications Participation Based Single year or cumulative see above For the purposes of consistency the NCEA and other NQF Qualifications P
28. ear or who have already achieved it in a previous year The numerator is the number of students who actually gained that qualification by the end of that year Reports based on a roll based denominator using the July School roll figure are still available The participation based denominators provide more accurate representations of achievement rates for NQF qualifications than the roll based denominator especially at schools in which there are substantial numbers of students not pursuing NCEA qualifications There are two main categories of schools for which this is likely to be the case The first comprises schools with a substantial proportion of their students having special needs or being part time students The second comprises schools with a substantial proportion of their students pursuing non NQF qualifications Percentages rather than total number of results as the default view As a default the new system will display data as percentages rather than as absolute numbers The majority of analyses are more meaningful in this format Reports showing absolute numbers are also still available The proportions of students achieving non NCEA qualifications e g National Certificate in Hospitality are too small to give useful figures when expressed as percentages For this reason achievement data for other NQF qualifications are displayed as numbers only Direct comparison of reports on a single screen A simplified single page interfa
29. ecure testinzga govt nz While files from the Intemet can be useful some files can potentially ham your computer f you do not trust the source do not open or save this file What s the risk Figure 12 Save dialogue Multiple Reports for complete longitudinal data Repeat Steps 1 9 for the remaining years for e 2006 2007 e 2008 base report only Importing unformatted data into Microsoft Excel L M 2007 Qualifications by Year Level Year11 Year12 Year13 Year11 Year12 Year13 Year11 Year12 Year13 Year11 Year12 Year 13 National Certificate of Educational Achievement NCEA Level 1 100 0 44 4 40 0 99 0 44 4 40 0 100 0 44 4 40 0 98 0 45 4 41 2 NCEA Level 2 44 2 55 6 40 0 45 6 55 6 40 0 43 3 55 6 40 0 56 3 55 6 45 0 NCEA Level 3 46 3 434 0 20 0 42 3 42 0 20 0 Fane 42 3 20 0 fo 475 20 0 8 0 ma cr a tal a Figure 13 Data imported into Microsoft Excel unformatted 1 Open all exported files using Microsoft Excel or the spreadsheet editor of your choice 2 Copy the information from all files and paste it into a new file Ensure you keep all column structures the same 3 Use Excel to create a graph or format the data for reporting purposes Page 28 of 37 Secondary School Data and Statistics Version 4 3 5 2 Subject analyses It can be useful particularly for developing teaching programmes to analyse differences in results between standards within a particular subject area Such analyses can shed light on spe
30. ed on the data at hand while the end of a report is usually more appropriate for a wide ranging discussion including a presentation of the limitations of an analysis Any formal statistical analyses should also be reported in the text in relation to the relevant data 6 3 Discussion of data amp critical thinking A good report contains a clear interpretation and explanation of the analyses It is obviously important to describe and discuss the conclusions that can be drawn from the data and that shed light on the questions Conclusions should relate first and foremost to the question or questions that prompted the analysis but any other interesting observations are also worth reporting Finally it is important to include any caveats or limitations on interpretation that apply Examples of potential limitations to consider and the circumstances in which each might apply is given in Table 7 This is not an exhaustive list but is intended to provide some examples of critical thinking about analyses and comparisons of data Page 34 of 37 Secondary School Data and Statistics Version 4 3 Table 7 Some limitations and caveats to bear in mind in the interpretation of data analyses Type of analysis Limitations caveats Comparing success rates of students at Schools vary greatly in their demographic different schools in external assessments characteristics Demographic to determine which school is the most characteristics influence pe
31. en on i Base Repor Academic Year Region All School ABC High School Gender Both Ethnicity All Decile NIA School Gender NIA Result Not Reported NZQA has received an entry from the school but the school has not reported any result to NZQA Figure 4a Report created by criteria in Figure 3 when Show internal entries with no reported result checkbox is checked All Subjects ABC High School ene of Not aa Standard Type Results Achieved Excellence Unit Standard 5 695 Internally Assessed Achievement Standard 7 045 12 3 Externally Assessed Achievement Standard 8301 3 9 Report Parameters o E L k g Show gender no f specie cng EEA aces These numbers are percentages of Unit Standards no mma Se We a ae Subject H Internally Assessed Achievement Standards and Externally Assessed Achievement Standards for which the result was Achieved The denominator in this case is the total number of results i e the value Show Not Reported no Base Report Parameters paanan _ in the of Results column Region All School ABC High School Gender Both Ethnicity All Decile NIA School Gender NIA Figure 4b Report created by criteria in Figure 3 when Show internal entries with no reported result checkbox is not checked New Zealand Qualifications Authority 2010 Page 10 of 37 Secondary School Data and Statistics Version 4 3 2 4 Scholarship Entries and Re
32. eport shows the percentages or numbers of the Year 11 roll meeting the literacy requirement and the percentage meeting the numeracy requirement for NCEA Level 1 ina given year If the Cumulative option has been selected in the Report Criteria menu the figures shown will include candidates who met these requirements prior to Year 11 Literacy and Numeracy Achievement Achievement Level 1 Literacy Numeracy Report Parameters Show decile Achievements Attained Base Report Parameters Academic Year Region School Decile School Gender National Year 11 no Cumulative 2009 All All All All Literacy and Numeracy requirements for NCEA Level 1 Base Report Criteria Calendar Year School selection Z Choose a Region All v Then A School Napier Boys High School v Or any combination of School Decile Band School Gender Cumulative Current Year Percentages O Numbers 1 Comparison Report Criteria 7 Calendar Year School selection 7 Choose a Region Then A School Or any combination of School Decile Band School Gender Breakdown by O Decile Band Figure 6 Criteria page for creating a Literacy and Numeracy requirements for NCEA Level I report New Zealand Qualifications Authority 2010 Page 13 of 37 Secondary School Data and Statistics Version 4 3 3 Creating Reports This sectio
33. isons of data such as e Performance in assessments at one school or group of schools against another school or group of schools e The relative performances of groups of students with different demographic characteristics e g boys and girls e Longitudinal analyses of achievement data that is comparing data across years This document is designed to provide an easy to follow guide to accessing using and interpreting these data The document includes An Overview of the Website which describes the types of reports that the website can generate and the achievement data that are included in each A guide to Creating Reports aimed at getting you up and running as fast as possible and enabling you to use the data selection tools to create reports containing the data you want to see Some worked examples of reports displaying and comparing data are also provided in this section and data export functions are explained that is the tools that allow you to download data files so that you can view them using Microsoft Excel A guide to Building Reports for Specific Objectives designed to assist you to get the most out of the data It includes worked examples that illustrate how to use the website data to help you answer particular questions as well as some basic principles and techniques of statistical analysis A guide to Reporting on Data Analyses which provides some recommendations on presenting analyses for various audiences 1 1
34. l Data and Statistics Version 4 3 6 Reporting on data analyses This section provides some general guidelines for structuring a report and ways of discussing analyses Keeping a report brief and to the point is important The exact form that a report will take depends on its purpose and the types of analyses performed 6 1 Introducing the report A report should include a brief introduction that states the high level question or questions to be addressed the reason for asking these questions and a brief description of how the questions are to be addressed analytically This helps the audience to make sense of the data that are presented If the report is being prepared for an authority such as a school board a summary of the findings might also be useful A summary would typically be placed at either the very beginning or very end of a report 6 2 Visual presentation of data The main body of a report should contain tables and histograms or other graphs displaying the data relevant to the analysis Each graph or table should be as simple as possible Too many numbers in one illustration can be off putting especially for people who are not familiar with reading data analyses It is a good idea to write a brief description and interpretation after each table or graph to highlight points of interest and in particular how the data reflect upon the questions that the data have been selected to address Such interpretations should be focus
35. le sex girls schools schools Decile 1 3 28 8 19 7 34 5 Decile 4 7 44 2 47 3 56 7 Decile 8 10 55 9 The data in Table 6 show that any comparison between schools at least needs to take into account the decile rating of the schools as well as their co educational or single sex status A comparison with average statistics for schools with similar demographics will be far more meaningful than a comparison with national averages Consider for example two schools one a Decile 10 single sex girls school with a Year 13 success rate in Level 3 NCEA of 67 and a Decile 1 single sex boys school with a success rate of 30 At first glance the former school looks as if it is doing a much better job for its students than the latter In the context of the data in Table 6 however it is clear that the reverse is true students at the low decile boy s school are achieving at much higher rates than expected for a school of that type whereas those at the high decile girl s school have a much poorer rate of success than students at other similar schools Creating School Comparison data In this example we will compare a school s results with the results of schools from the same region and that have a similar decile rating Page 31 of 37 Secondary School Data and Statistics Qualifications by Year Level Qualification National Certificate of Educational Achievement NCEA Level 1 NSN NCEA Level 2 NSN NCEA Level 3
36. lence Unit Standard Internally Assessed Achievement Standard Externally Assessed Achievement Standard Report Parameters Base Report Parameters Comparison Report Parameters land Qualifications Authority 2010 Page 30 of 37 Secondary School Data and Statistics Version 4 3 5 Export the data as an unformatted Excel file by clicking on the Microsoft Excel icon beside the text 6 Save the file with a unique filename that will be useful for identifying the file later on 7 Repeat steps 2 5 for the years to be included in the analysis 8 Copy the information from all files and paste it into a new file 9 Use MS Excel to create a graph or format the data for reporting purposes 5 3 School comparison analysis Many schools use their NQF NCEA statistics to compare themselves with other schools in their local area with the national statistics or with other schools with the same decile rating Conclusions from such comparisons should be drawn with a great deal of care because there are frequently factors other than selection criterion for the analysis that might be expected to affect success in assessment Example Consider the data presented in the table below which shows that success rates in Level 3 NCEA are very much affected by the demographic characteristics of a school Table 6 Percentages of Year 13 students at various types of schools achieving NCEA Level 3 in 2004 Co ed schools Single sex boys Sing
37. n explains how to create a report using the new data and statistics website The basic design of the website is to present pairs of reports side by side each containing the same type of data e g qualifications achievement or distributions of results for standards The report on the left hand side of the screen is called the base report and the report on the right hand side of the screen is called the comparison report Examples are shown in the overview section above If only one report 1 e a base report is selected it will appear on the left hand side of the screen The second comparison report is activated by checking the Comparison Report Criteria box and will appear on the right hand side of the screen see Figure 5 Base Report Criteria Calendar Year 2008 v Calendar Year School selection 7 Choose a Region Then Ace Calendar Year Or any combination School Decile Band School Gender Candidate selection Candidate Gender Both Candidate Ethnicity All v fo Cumulative Current Year Comparison Report Criteria 7 2008 Percentages Numbers Comparison Report Criteria 7 2008 al School Gender AIl v Candidate selection 7 Candidate Gender Both Candidate Ethnicity aj v Breakdown by Decile Band Ethnicity 1 Gender Figure 5 Activating data selection options for a comparison report By selecting different options for the base and comparison reports
38. o the immediately previous page click the link farthest to the right Report Criteria in this example Page 18 of 37 Secondary School Data and Statistics Version 4 3 4 Worked Examples of Creating Reports This section contains three examples illustrating how to select data to create reports It is recommended that users follow each example as an exercise to gain familiarity with the data selection options and the report generation process 4 1 NCEA and other NQF Qualifications single region This example will take you through the steps required to produce a report that shows qualification achievement rates for all boys schools in the Wellington region for 2008 in each decile band 1 Within the NZQA statistics page click on the report link NCEA and other NQF Qualifications Participation Based Base Report Criteria Calendar Year 2008 7 School selection Choose a Region Wellington Kapiti Then A School All v Or any combination of School Decile Band All School Gender Boys Candidate selection Candidate Gender Both Candidate Ethnicity aj ag al 2 Select the Year 2008 from the Calendar Year dropdown menu 3 Choose the Region Wellington Kapiti from the Region drop down menu Choose school gender boys from the School Gender drop down menu Click the breakdown by decile band checkbox in the report viewing window A m e Click the Submit button to display the report
39. ons This example shows you how to create a report that compares the percentage of students at boys schools in the Bay of Plenty region with those at boys schools in the Auckland region obtaining qualifications in 2007 broken down by decile band Base Report Criteria Z Comparison Report Criteria 2 Calendar Year 2007 Calendar Year 2007 School selection 7 School selection 7 Choose a Region Bay of Plenty yl Choose a Region Auckland v Then Then A School AII y A School All v Or any combination of Or any combination of School Decile Band All E School Decile Band All v School Gender Boys School Gender Boys Candidate selection 7 Candidate selection 7 Candidate Gender Both Candidate Gender Both v Candidate Ethnicity All vl Candidate Ethnicity All v Cumulative Current Year Percentages Numbers Breakdown by a Decile Band Ethnicity C Gender First build a base report following these steps 1 From the NZQA statistics page click the NCEA and other NQF Qualifications Participation Based report link Page 20 of 37 Secondary School Data and Statistics Version 4 3 2 Select the Year 2007 from the Calendar Year field 3 Choose the Region Bay of Plenty from the Region drop down menu 4 Choose School Gender Boys from the School Gender drop down menu Next build a comparison report by gt 6 ap 8 Select the Comparison Report Criteria checkbox Select the Year 2
40. ows the average number of successful scholarship results for candidates with at least one successful result The main table on the Scholarship Entries and Results page shows data on entries and results for each subject and summarised across all subjects in bold at the top of the table The first three columns show numbers of entries the percentages of entries for which candidates were absent from the examination Absent or submitted blank answer booklets Standard Not Attempted SNA Note that the latter two columns will show numbers rather than percentages if this option has been selected from the Report Criteria menu The next four columns show the number of valid assessment outcomes for each subject that is the total number of results of N S or O and the percentage or number if this option has been selected from the Report Criteria menu of valid results falling into each of these three grade categories Page 11 of 37 Secondary School Data and Statistics Version 4 3 Participati Total Level 3 Subject Entries 108 371 Total Valid Scholarship Results 13 451 Scholarship Results Per Subject Entry 0 12 Total Successful Scholarship Results 3 148 Successful Scholarship Result Per Subject Entry 0 037 Candidate Performance Total Successful Candidates 2 066 Av Successful Results Per Successful Candidate 1 523 of Not Results Entries Absent Assessed Achieved All Subjects 17 890 24 2 13 451 76 6 Accounting 558 23 3 428
41. rformance in successful assessments A comparison of schools is therefore meaningless without taking careful account of demographic differences between them Comparing success rates of students In addition to demographic differences studying different courses at the same between students undertaking various school to determine which department is courses some subject areas are on the most successful average more challenging than others The relative difficulty of assessments therefore needs to be taken into account in any comparison of this kind Comparing rates of qualification Changes from year to year especially acquisition for say Year 12 students in small ones do not necessarily indicate a successive years to determine whether trend Small changes due to natural their success rate is increasing variability are to be expected Also even decreasing or stable quite large changes from one year to the next might be one off effects rather than indicating a long term trend Page 35 of 37 Secondary School Data and Statistics Version 4 3 T Appendix 1 7 1 Individual Student Information for Schools For the first time in 2009 Data and Statistics the NZQA WEB page provides the capability for schools to see more detailed lists of candidates by their participation status This feature is accessible through the new format NCEA and other NQF Qualifications Participation Based Single year or cumulative repo
42. rt The report shows percentages and numbers of participating candidates achieving NCEA Levels 1 2 and 3 other qualifications on the National Qualifications Framework and University Entrance Data is broken down by secondary year levels 11 12 and 13 Example Table 1 Year 11 Year 12 Year 13 Qualification National Certificate of Educational Achievement NCEA Level 1 55 7 100 0 100 0 NCEA Level 2 100 0 66 7 100 0 NCEA Level 3 oO 0 University Entrance University Entrance 50 0 Report Parameters Show gender no show ethnicity na show decile no Qualification Attained Cumulative You can click on any of the links underlined to get further detail For example click on the 85 7 link Year 11 NCEA Level 1 and you get the next screen with all the participation information for those included and excluded Please note only schools can see the names of the candidates and only for their own students Page 36 of 37 Secondary School Data and Statistics Version 4 3 Sok Year Levet Year t Gender All Ethnicity All Quaiticatiorr NCES Level Calendar Year 2009 Achieved qualification during the current year HSA Fill Harme 1194 Ca 4235 Ha 1735 Dan 1235 Cle 1257 rir 1265 Val 12657 Wie 1265 Vari T2077 Sa i fea a ha Slr 1317 ima Achieved qualification in a previous year HSH 12 Full Hamre Pe Has sufficient potential credits for the qualification HSN 12 13 Full Name P
43. s displayed in Table 2 While the unformatted file is not strictly speaking an Excel file it can be opened using Excel Table 2 Options for exporting data Export Icon Use With Microsoft Excel or compatible spreadsheet software al Excel Spreadsheet formatted al Excel Spreadsheet unformatted 3 5 Sub Report Links After a report has been generated you will notice that some elements of the data being displayed serve as a link to a sub report Sub reports allow the more detailed information to be displayed at a lower level of report Links of this type are underlined and coloured blue If you move your mouse over a sub report link your mouse cursor will change indicating that the link can be clicked and help text will appear explaining what the sub report will contain 3 6 Navigating back to the report criteria selection screen After a report has been run you may wish to return to the report criteria selection screen to run another report using different selection parameters It is strongly advised that you use the pathway menu at the top of the screen see below to navigate back to a previous screen If you use the back button on the internet browser your selected options will be reset to their default values BARNA TOHU MATAURANGA D AOTEARTA Home gt For providers gt Schools Home gt Statistics Menu gt R Each of these links takes you back to a previous stage of the statistics retrieval process To go back t
44. sed to select data for schools in specific regions of New Zealand for example schools in the Wellington or Auckland regions If All is selected the report will show national data Specific School This filter is used to select data for a specific school It is easier to find a school if its region is selected first School Decile Decile Band This filter selects data for schools in specific deciles or decile bands A decile is a rating allocated to schools for funding purposes based on a range of socio economic factors and indicates the proportion of students at a school who live in households with low socio economic circumstances Thus the decile rating of a school gives an estimate of the socio economic status of its students However it is important to bear in mind that decile is a school level variable not an individual level variable and conveys no information about the socio economic level of any given student Some data selections involving decile return very small numbers of data Therefore the filter allows a selection to be made across a band of deciles rather than on a single decile The available bands are Deciles 1 3 4 7 and 8 10 School Gender This filter allows data to be selected for particular school gender types that 1s boys schools girls schools co ed schools or the default option of all school gender types 3 3 Candidate Selection The candidate selection menu allows data to be selected for students
45. sults Reports show data on participation and success in New Zealand Scholarship examinations The Participation table at the head of each report shows across all subjects the total number of Level 3 subject entries the total number of valid scholarship results scholarship results per subject entry the total number of successful scholarship results and successful scholarship results per subject entry The total number of Level 3 subject entries is the number of candidates included in Level 3 cohorts that is the numbers of students undertaking at least 14 credits at Level 3 in a given subject in the given year totalled across all scholarship subjects Note that this is not a count of individual students most Year 13 students have more than one Level 3 subject entry The total number of valid scholarship results is the total number of results of N S or O totalled across all scholarship subjects Scholarship results per subject entry is an estimate of the scholarship participation rate that is the average across all subjects of the proportion of candidates nominally participating in each subject in a given year who also have a valid scholarship result in that subject in that year The Candidate Performance table shows the total number of successful candidates totalled across all subjects Note that this is not a count of unique candidates many candidates achieve successful scholarship results in more than one subject This table also sh
46. the Results by Subject and Standard report there is a menu option to select results data for a specific subject Curriculum based or curriculum related subjects are defined by achievement standard subject areas with related unit standards included in each Standards that do not belong to achievement standard subjects are defined by their NQF sub fields Or any combination of Or any combination of School Decile Band School Decile Band School Gender School Gender Candidate selection 7 Candidate selection Candidate Gender Both Candidate Gender Candidate Ethnicity Ail a Candidate Ethnicity Percentages Numbers Breakdown by H Ethnicity C Gender ubject Fa All Reset Figure 7 Screenshot of the subject menu within the criteria window for subject and standard reports i Show internal entries with no reported respit 4 Page 15 of 37 Secondary School Data and Statistics Version 4 3 The subject menu contains a list of all achievement standard subject areas and NQF sub fields for unit standards not belonging to these subjects To select a specific subject click the Subject selection list box scroll to the relevant subject and click it 3 2 School Selection The school s selection menu is used to select data that pertain to specific schools geographical regions deciles and decile bands or school genders 1 e boys schools girls schools or co educational schools School Region This filter is u
47. tion of School Decile Band School Gender Candidate selection 7 Candidate Gender Both w Candidate Ethnicity All y Percentages Numbers Subject All CO Comparison Report Criteria A Calendar Year School selection Z Choose a Region Then A School Or any Schoo Check this box to make the report display a column for numbers or percentages of entries for which no result has been allocated _ Candidate selection w Candidate Gender Candidate Ethnicity Breakdown by A Ethnicity C Gender Snow internal entries with result not reported a Please note these reports deal with large amounts of data and may take longer to run than other reports Figure 3 Criteria page for creating a report that shows results not reported for internal entries Page 9 of 37 Secondary School Data and Statistics Version 4 3 ABC High School Standard Type Unit Standard internally Assessed Achievement Standard Externally Assessed Achievement Standard Report Parar p k E Show gende perc dard ernally Recently TOS PECON OF EAO TOF Une SONi ais Internals Fins igre viata om per ue Assessed a Assessed Achievement Standards for which no assessed result ae PODE Achievement Standards for which the result was Achieved Show NotRe Was reported The denominator for these percentages is the 3 ih total number of entries i e the value in the of Entries column rn ore oie n
48. udinal data Page 26 of 37 Secondary School Data and Statistics Version 4 3 Note that while the results shown in Figure 11 fluctuate from one year to the next over the full time period an upward trend of an increase in success over several years is clear For this reason changes in a profile of results from one year to the next in either direction should not necessarily be a cause for either concern or celebration A particularly large change in a single year however may be a signal that something affecting assessment results in an important way has changed e g a high turnover of teaching staff in a particular department or the revision of one or more standards The appropriate basis for comparison in a longitudinal analysis is the performance of the same department or school in the past This is one of the advantages of longitudinal analyses that it is self referenced and does not require a comparison with data from other departments or schools Creating Longitudinal Data The following is an example of how to create and export a series of longitudinal data for a particular school Because the website will display only a pair of reports at a time to conduct a longitudinal analysis spanning several years it is necessary to run a series of base and comparison reports download them as Excel files and then edit them in order to accumulate all data needed to support the analysis NCEA and other NQF Qualifications Participation Base
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