In Australia, under the National Assessment Plan, educational accountability testing in literacy and numeracy (NAPLAN) is undertaken with all students in Years 3, 5, 7 and 9 to monitor student achievement and inform policy. However, the extent to which these data have been analysed to report student progress is limited. This article reports a study analysing Year-3 and Year-5 NAPLAN reading and numeracy data, school and student information for a single student cohort from Queensland, Australia, to examine student achievement and progress. The analyses use longitudinal multilevel modelling, incorporating an enhanced approach for missing data imputation, given that such data frequently involve large amounts of missing data and failure to account properly for such missing data may bias interpretations of analyses. Further, statistical adjustments to deal with the impact of measurement error, an aspect not previously addressed in such analyses of data, are undertaken. A special focus of analyses is achievement of Australian Indigenous and non-Indigenous students. International and national data demonstrate a considerable achievement gap between these students. “Closing the gap” is a core Australian education equity policy, with NAPLAN data used as a primary indicator of policy impact. Overall, analyses indicate greater understanding of student progress for all students is available from Australian data if appropriate analyses are undertaken. However, analyses also demonstrate not only that the gap between Australian Indigenous and non-Indigenous student progress increases as they move through school but also diversity of achievement within the Indigenous student cohort. Implications for policy are considered.

中文翻译：

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加强使用教育问责数据来监测澳大利亚学生的教育进展，重点关注土著学生

在澳大利亚，根据国家评估计划，对所有 3、5、7 和 9 年级的学生进行识字和算术教育问责测试 (NAPLAN)，以监测学生成绩并为政策提供信息。然而，分析这些数据以报告学生进步的程度是有限的。本文报告了一项研究，该研究分析了来自澳大利亚昆士兰的单个学生群体的 3 年级和 5 年级 NAPLAN 阅读和算术数据、学校和学生信息，以检查学生的成绩和进步。分析使用纵向多级建模，并结合了缺失数据插补的增强方法，因为此类数据经常涉及大量缺失数据，并且未能正确解释此类缺失数据可能会导致对分析的解释产生偏差。更多，进行统计调整以处理测量误差的影响，这是以前此类数据分析中未涉及的一个方面。分析的一个特别重点是澳大利亚土著和非土著学生的成就。国际和国内数据表明，这些学生之间存在相当大的成就差距。“缩小差距”是澳大利亚教育公平的核心政策，NAPLAN 数据用作政策影响的主要指标。总体而言，分析表明，如果进行适当的分析，可以从澳大利亚的数据中更好地了解所有学生的学生进步情况。然而，分析还表明，澳大利亚原住民和非原住民学生的进步不仅随着他们上学而增加，而且原住民学生群体中的成就也存在差异。考虑对政策的影响。