« Previous | Contents | Next »
Listen
Section 8 Looking to the Future
8.1 In future years, as the SSA becomes better established, it should be possible to track the progress of the various year groups in reading and numeracy over 2-year and 4-year periods, and to make comparisons of provision and attainment in schools with other countries, through international studies.
8.2 For example, as a point of comparison, in 2005 Standard Grade English 12% of S4 candidates achieved a Credit pass at Grade 1, compared with 18% of S2 pupils estimated as having well-established skills at Level F in reading in the SSA survey. 44% of S4 candidates achieved either Grade 1 or Grade 2 at Standard Grade, broadly equivalent to pupils estimated as having well-established skills in the SSA survey in reading at Level E in S2 (50%) and P7 pupils estimating as having well-established skills at Level D (also 50%). At Standard Grade, 77% of pupils attained passes at Grades 1-3. This compares with around 70% of P7 and S2 pupils respectively estimated as having basic Level D and E skills or better in reading in the SSA survey.
8.3 Comparing with Standard Grade mathematics, 18% of S4 candidates achieved a Credit pass at Grade 1, compared with 13% of S2 pupils estimated as having well-established skills in numeracy at Level F in the SSA survey. 32% of S4 candidates achieved either Grade 1 or Grade 2 at Standard Grade, rather fewer than pupils estimated as having well-established skills in the SSA survey at Level E in S2 (45%) and only slightly more than P7 at the same level (27%). At Standard Grade, 55% of pupils attained passes in mathematics at Grades 1-3. This compares with around 50% of P7 pupils estimated as having made a good start or better at Level E and 45% of S2 with well-established Level E skills in numeracy, in the SSA survey.
8.4 In the PISA international study of student achievement (2003) Scottish students performed very well in comparison with other OECD countries. 9% of Scottish 15-year olds achieved the top level (5) in reading literacy, 35% the top two levels, and 68% the top 3 levels. In mathematics literacy, 4% of Scottish 15-year olds achieved the top level (6) 16% the top two levels, and around 40% the top 3 levels.
8.5 Although it is not possible to infer anything definite about students' progression in secondary schools from these figures, since there are different pupil cohorts involved, nevertheless they do suggest that definition of levels and standards in English language and mathematics in Scotland could usefully be reviewed and aligned as part of the Curriculum for Excellence development programme.
8.6 The data collected in the SSA provide scope for analysis of the responses to different tasks and items in the assessments, to identify particular strengths and difficulties in performance in the various curriculum areas for different groups of pupils. Analysis is also possible by different types and sizes of schools, in different geographical contexts.
8.7 It would also be possible to consider data from questionnaires and attainment together, to investigate the context for learning in the various curriculum aspects surveyed.
« Previous | Contents | Next »