Numeracy performance needs to be better understood. Both year four and year six students are, on average, exceeding minimum expected numeracy proficiency levels, despite seeing the largest decreases in average performance between 2018 and 2021.
These differences might be because the numeracy benchmarks are too low or because students’ performance is very high in numeracy throughout the Pacific region. Comparisons with international benchmarks might provide some perspective. Regardless, student performance in this area needs to be further explored.
The domain results also suggest that reading is an area in need of improvement, despite most year six students meeting the expected minimum reading proficiency level. Reading performance decreased in comparison to PILNA 2018; on average, year four students are not meeting the expected minimum proficiency level and year six students are barely achieving the expected minimum proficiency level.
Reading performance has not shown any substantial increases over time for either year four or year six students. Identifying and addressing the reasons why reading performance is struggling to increase over time is, therefore, a priority.
Domain results in writing need further analysis as the writing proficiency scale has yet to be used to benchmark expected performance. Writing performance stayed about the same for year six students in 2021 compared with 2018 but year four students experienced a large increase in writing performance.