prez (1) - acal · 2010. 9. 17. · title: prez (1) author. commonwealth of australia 2010 created...
TRANSCRIPT
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Measuring Adult Literacy
Presenter: Loucas HarousAssistant Director Education, Culture,
Crime and Migrant Surveys
ACAL Conference Darwin 2010
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History of ABS Literacy surveysSurvey of Aspects of Literacy (SAL)Adult Literacy and Life Skills Survey (ALLS)Program for the International Assessment of Adult Competencies (PIAAC). Known in Australia as the Survey of Adult Competencies (SAC)
Governance - ContentObjectives - Assessment itemsMethodology
Topics covered
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In 1992, the Organisation of Economic Cooperation and Development (OECD) concluded that low literacy levels were a serious threat to economic performance and social cohesion on an international level.
The OCED concluded that a broader understanding of literacy problems across industrialised nations was hindered due to a lack of comparable international data.
Development of international literacy surveys
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The International Adult Literacy Survey (IALS) was the first comparative study of adults designed to profile and explore comparative literacy distributions among participating countries.Coordinated by Statistics Canada and the OECDConducted in Australia in 1996 as the Survey of Aspects of Literacy (SAL)(cat. no. 4228.0).
Survey of Aspects of Literacy
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SAL measured:
Prose Literacy
Document Literacy
Quantitative Literacy
SAL continued...
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Adult Literacy and Life Skills Survey (ALLS) was coordinated by Statistics Canada and the OECD.
Conducted in 12 countries in two waves.
Conducted in Australia in 2006, as part of the second wave.
Adult Literacy and Life skills Survey
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ALLS measured:Prose Literacy
Document Literacy
Numeracy
Problem-solving
(Health Literacy)
ALLS cont...
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Personal interview of one randomly selected person from each household selected.Persons aged 15-74 years.ALLS: 8,988 fully responding records, response rate of 81%.Average contact time: 100 minutes, per fully responding record.
ALLS/SAL Methodology
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0%
20%
40%
60%
80%
100%
1996 2006
Level 1 Level 2 Level 3 Level 4/5
- 3%
+ 2%
+ 2%
-1%
Prose literacy distributions, Australia: SAL (1996) and ALLS
(2006)
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Norway Aust0
20
40
60
80
100%
Bermuda Canada Switzerland USA Italy
Level 1 Level 2 Level 3 Level 4/5
Per cent of Adult population (16 to 65) at prose literacy levels 1-5: ALLS
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Switzerland Norway Aust Canada Bermuda USA Italy
0
20
40
60
80
100%
Per cent of Adult population (16-65) numeracy levels 1-5: ALLS
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Programme for the International Assessment of Adult Competencies (PIAAC)Organisation for Economic Co-operation and Development (OECD)Evolved from the previous two literacy surveys. Seek to ensure continuity from these as well as to extend measures.
Survey of Adult Competencies (SAC)
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AustraliaAustriaBelgiumCanadaChileCzech RepublicCyprusDenmarkEstoniaFinland FranceGermanyIreland
ItalyJapanKoreaNetherlandsNorwayPolandPortugalRussian FederationSlovak RepublicSpainSweden United KingdomUnited States
Participating countries
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OECD
International Consortium
NPM(ABS)
DIPF/Uni of Lux
IEA
CapStan
ETS
BPC (DEEWR)
PIAAC Bureau
Westat
ROA
GESIS-ZUMA
Literacy expert Group
Numeracy expert Group
PSTRE expert Group
Technical Advisory
Group
BQ expert Group
ETS
SAC governance model
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Personal interview with one randomly selected person from each household.Australian scope: persons aged 15-74 years.International scope persons aged 16-65 years.Main survey: 9,000 fully respondingAverage contact time: 118 minutes, per fully responding record.Run October 2011 to February 2012
SAC Methodology
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Identify and measure cognitive competencies believed to underlie both personal and societal success;Assess the impact of these competencies on social and economic outcomes at individual and aggregate levels;Gauge the performance of education and training systems in generating required competencies; andHelp to clarify the policy levers that could contribute to enhancing competencies.
SAC Objectives
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Data from SAC will be used to assess COAG outcomes. The two most relevant outcomes are:
the working age population have gaps in foundation skills reduced to enable effective educational, labour market and social participation; and the working age population has the depth and breadth of skills and capabilities required for the 21st century labour market.
COAG outcomes
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Progress towards these outcomes will be measured by:
proportion of the working age population at literacy level 1, 2 and 3 (ALLS or similar) proportion of 20-64 year olds who do not have a qualification at or above Certificate IIISAC data will be used to measure the first indicator.
COAG indicators
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The Background Questionnaire (BQ) will collect information on:
Education and training;Employment details;Work details and other work skills;Literacy, numeracy and ICT skill use;Health and well-being;Demographic information.Income
SAC Content
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SAC will measure:Literacy (combined prose and document);Numeracy; andProblem-solving in technology rich environments
Key difference, will be collected across two modes: paper-based and computer-based.
The SAC Assessment
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Literacy is understanding, evaluating, using and engaging with written texts to participate in society, to achieve one's goals, and to develop one's knowledge and potential.
Will include 'Reading Components' to help us better understand the reading profiles of adults at the low end of the literacy spectrum.
Literacy
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Numeracy is the ability to access, use, interpret and communicate mathematical information and ideas to effectively manage and respond to the mathematical demands of diverse situations in the information age.
Numeracy
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Problem solving in technology-rich environments involves using digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The problem solving component of SAC will focus on the abilities to solve problems for personal, work and civic purposes by setting up appropriate goals and plans, accessing and making use of information through computers and computer networks.
PS-TRE
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Comparability of ABS literacy surveys
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BQ
Has used a computer
PaperCore Tasks ICT Core
Lit/Num
ReadingComponents
ComputerCore Tasks
ComputerExercise
YesNo
FailPass
PassFail
PassFail
Flow of the questionnaire
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Contains 11 ModulesModule A � General InformationModule B � Education & TrainingModule C � Current Status and Work HistoryModule D � Current WorkModule E � Last JobModule F � Skills used at work
Background Questionnaire
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Module G � Literacy, Numeracy and Information and Communication Technology at workModule H � Literacy, Numeracy and Information and Communication Technology in everyday lifeModule I � About yourselfModule J � Background InformationModule K � Income
Information for analysis of exercise data
Background Questionnaire
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Clicking TypingSelecting from pull down menuScrollingDragging and dropping textHighlighting textNeed to successfully complete four tasks (out of six), including highlighting text to be considered for a computer-based Exercise.
ICT Core � Skills measured
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Exercises measure:LiteracyNumeracyProblem solving in a technology-rich environment (computer-based only)Reading components (paper-based only)
Everyday activities
Introduction to the Exercise
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Examples of the exercises include:Reading emailUsing a spreadsheetConducting a book search on a library catalogueNavigating websitesUnderstanding instructions on a medicine labelReading a mapMeasuring with a rulerCalculating discounts
Exercises
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If respondent passed ICT Module and the Core assessment items, assigned a computer-based ExerciseConsists of 2 Sections, combinations of
LiteracyNumeracyProblem solving in technology-rich environments
On average 60 minutes to complete
Computer-based Exercise
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Two booklet types covering;LiteracyNumeracy
Self administered by the respondentOn average, 60 minutes to complete
Paper-based Exercise
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Only completed by those respondents completing a paper-based Exercise or failed the Computer Core Tasks.Measures 3 basic reading skills:
Word meaning (print vocabulary);Sentence processing;Basic passage comprehension.
Reading Components
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First results expected in September 2013
ABS website (www.abs.gov.au)
Results from ALLS, catalogue 4228.0
OECD website (www.oecd.org/piaac)
Results and further information
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But the truck is 3 metres
high !
It�s OK, there is no police around, go ahead!
2m
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Questions