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Media And Communications, Joel M. Drotts Esq. 2015 Honest Value Media

Media And Communications, Joel M. Drotts Esq.

Joel M. Drotts Esq.

The media theories project.


Media Literacy, Education & (Civic) Capability: A Transferable Methodology, Julian McDougall, Richard Berger, Pete Fraser, Marketa Zezulkova 2015 Bournemouth University

Media Literacy, Education & (Civic) Capability: A Transferable Methodology, Julian Mcdougall, Richard Berger, Pete Fraser, Marketa Zezulkova

Journal of Media Literacy Education

This article shares research into the relationship between a formal media educational encounter in the UK and the broad objectives for media and information literacy education circulating in mainland Europe and the US.

A pilot study, developed with a special interest group of the United Kingdom Literacy Association, applied a three part methodology for comparing the media literacy levels of young people who have studied media in school against peers who at the same educational level, who have not engaged with media education of any kind. The approach ‘hones in’ on Mihailidis’ (2014) framework for media literacy and civic engagement.


Media Literacy And The Hungarian National Core Curriculum – A Curate’S Egg, Anamaria Neag 2015 Corvinus University of Budapest

Media Literacy And The Hungarian National Core Curriculum – A Curate’S Egg, Anamaria Neag

Journal of Media Literacy Education

There is a growing concern over press freedom in Hungary as the latest Freedom House Report shaded light on tightening government control of the media. Moreover the Human Rights Watch proposes European Union-wide action to address the shrinking space for media freedom in Hungary. In the current political environment it is thus imperative to understand how media literacy is positioned in public education. The objective of this paper is to analyze the 2012 education curriculum on media education in Hungary and to evaluate the definitions used for constructing media literacy in the National Core Curriculum (NCC). For doing so I ...


Digital Competence Assessment. A Proposal For Operationalizing The Critical Dimension, Ida Cortoni, Veronica Lo Presti, Pierluigi Cervelli 2015 Sapienza University of Rome

Digital Competence Assessment. A Proposal For Operationalizing The Critical Dimension, Ida Cortoni, Veronica Lo Presti, Pierluigi Cervelli

Journal of Media Literacy Education

The European Commission considers the development of digital competences a strategic action to spread and to develop a more active digital participation of citizens. The objective is to increase the level of digital competence in the European citizens up to 2015 and to reduce the number of those who don’t use new technologies and don't surf the net. At the base of an active citizenship there are creativity skills, the ability to support one’s own point of view, the ability to quest, to have a critical reflection, communicative, collaborative, problem solving and listening abilities. Scholars have started ...


Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie McMillan 2015 ACER

Completing University In A Growing Sector: Is Equity An Issue?, Daniel Edwards, Julie Mcmillan

Higher Education Research

Access to university has always been an issue for students from disadvantaged backgrounds. In the recent context of an expanding higher education system in Australia, some accessibility issues have been alleviated. This context offers an opportunity to explore the pathways of disadvantaged students through university. In this expanded system, will disadvantaged students be more or less likely to complete university? Will demographic or enrolment characteristics influence the likelihood of these students to complete? This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student ...


Session M: Hacking Assessment, Phillip Dawson 2015 Deakin University

Session M: Hacking Assessment, Phillip Dawson

From 2009 - 2014 ACER Research Conference series

Hackers exploit weaknesses in a system to achieve their own goals. In this paper I argue that hacking presents a significant threat to the growing world of online assessment. This threat needs to be addressed through a variety of means; technological anti-hacking approaches will not be sufficient. The most effective ways to prevent hacking may be changes to the assessment tasks themselves to make hacking less tempting; these approaches also have a range of positive side effects in terms of authenticity, transparency of criteria, and ensuring tasks involve work beyond the exam. I conclude with a brief exploration of the ...


Session N: The Move To Naplan Online: The Advantages And The Road Ahead, Stanley Rabinowitz 2015 Australian Curriculum, Assessment and Reporting Authority (ACARA)

Session N: The Move To Naplan Online: The Advantages And The Road Ahead, Stanley Rabinowitz

From 2009 - 2014 ACER Research Conference series

The task of developing and delivering the National Assessment Program — Literacy and Numeracy (NAPLAN) online presents enormous challenges. Nonetheless, the benefits of taking this on are well worth the efforts. With a tailored test design, NAPLAN online will provide a better measure of the Australian Curriculum, more precise results and a significantly faster turnaround of those results. NAPLAN will begin its delivery online in 2017, with an opt-in period until 2019. To ensure readiness, a large amount of research is being conducted through the Australian Curriculum, Assessment and Reporting Authority to inform the development process. This presentation will address the ...


Session O: Translating Rich Learning Assessments Into Certified Results And University Selection Devices, Gabrielle Matters 2015 ACER

Session O: Translating Rich Learning Assessments Into Certified Results And University Selection Devices, Gabrielle Matters

From 2009 - 2014 ACER Research Conference series

There are challenges in designing a set of high-quality processes in senior assessment and tertiary entrance that meet the needs of future senior secondary school students and future users of the certified results of learning assessments. Assessment and selection arrangements should look to the future rather than backwards to arrangements that might have existed in the past or that presently operate, unexamined, in other places. Teachers need to be convinced that the richness of students’ learning assessments will not be lost or transmogrified in any new processes for grading or ranking. A set of principles should guide the design of ...


Session P: Assessing General Capabilities, Julian Fraillon, Juliette Mendelovits 2015 ACER

Session P: Assessing General Capabilities, Julian Fraillon, Juliette Mendelovits

From 2009 - 2015 ACER Research Conference series

There is growing interest in general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that teaching and learning. In this presentation examine the challenges of assessing on student learning and learning growth capabilities and cross-curricular learning present approaches used in research some of these challenges and reflect can be applied ...


Stealth Assessment In Video Games, Val Shute 2015 Florida State University

Stealth Assessment In Video Games, Val Shute

From 2009 - 2014 ACER Research Conference series

Games can be powerful vehicles to support learning, but their success in education hinges on getting the assessment part right. In this presentation, I will explore how games can use stealth assessment to measure and support the learning of competencies critical for the future. I will discuss what stealth assessment is, why it is important, and how to develop and accomplish it. I will also provide examples within the context of a game called Physics Playground that I designed and developed with my team. I’ll share what has been learned by recent research on stealth assessments in games, including ...


Session I: Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith 2015 Australian Catholic University

Session I: Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith

From 2009 - 2014 ACER Research Conference series

Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence ...


Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge 2015 ACER

Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

From 2009 - 2015 ACER Research Conference series

There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of ...


Session L: Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino 2015 University of Illinois at Chicago

Session L: Measuring What Matters: Challenges And Opportunities In Assessing Science Proficiency, James W. Pellegrino

From 2009 - 2015 ACER Research Conference series

A key challenge in shaping science learning for the future will be to develop new measures of learning that take into account what it means to be proficient in science (Pellegrino, 2013). The emergent view on proficiency, grounded in learning sciences research, emphasises using and applying knowledge in the context of disciplinary practice. Referred to as knowledge-in-use, this perspective on science proficiency is a centrepiece of the United States’ National Research Council’s (NRC) Framework for K–12 Science Education (NRC, 2012), embodied in the new US national standards (NGSS Lead States, 2013) and emphasised in the recently released NRC ...


Assessment To Action: New Thinking From India, Rukmini Banerji 2015 Pratham and ASER Centre, India

Assessment To Action: New Thinking From India, Rukmini Banerji

From 2009 - 2015 ACER Research Conference series

In countries such as India, impressive progress has been made in schooling. More than 95 per cent of children are now enrolled in school. But when we look at children’s learning, the situation is far from satisfactory. Available evidence suggests that in Grade 5, only about half of all enrolled children can read or do arithmetic expected at Grade 2 level. Faced with this crisis, how can assessment lead to effective instruction? ASER (Annual Status of Education Report) uses simple tools to assess the current level of children’s ability to read and to do arithmetic. Using this assessment ...


Session E: Reflecting On Teacher Research On Assessment: Challenges And Innovations For The Future, Marie Brennan 2015 Victoria University

Session E: Reflecting On Teacher Research On Assessment: Challenges And Innovations For The Future, Marie Brennan

From 2009 - 2014 ACER Research Conference series

The theme of the 2015 Excellence in Professional Practice Conference (EPPC), held by ACER in May, was Improving assessments of student learning. A review of content and presentations for EPPC showed up some important trends and issues for further analysis and discussion. In a significant number of schools, the focus on assessment was well integrated into an overall school improvement plan or approach. In other schools, the school process overwhelmed the focus on assessment, and at times even overshadowed the focus of the study to be shared. One group of presentations focused on using existing instruments in ways that advanced ...


Session H: Pisa: Behind The Headlines And Past The Rankings, Sue Thomson, Chris Wardlaw 2015 ACER

Session H: Pisa: Behind The Headlines And Past The Rankings, Sue Thomson, Chris Wardlaw

From 2009 - 2014 ACER Research Conference series

Whenever the results of the Programme for International Student Assessment (PISA) are announced, media headlines are full of reports about rankings, about how many countries Australia is outperformed by and outperforms. In early rounds of PISA, Australia ranked among the top 10 countries across all three education domains assessed. However, over time Australia’s position has declined, rather than improved, and Australia no longer sits in the top 10 of any of the assessed domains. This presentation will go behind the headlines and past the rankings, to look at where Australia has declined, and look at how we can improve ...


Session F: Should Generic Curriculum Capabilities Be Assessed?, Rosemary Hipkins 2015 New Zealand Council for Educational Research

Session F: Should Generic Curriculum Capabilities Be Assessed?, Rosemary Hipkins

From 2009 - 2014 ACER Research Conference series

Both Australia and New Zealand have recently taken up the idea of ‘key competencies’ (‘capabilities’ in the Australian national curriculum) initially proposed by the Organisation for Economic Co-operation and Development. In both countries we have made them our own by adapting them to suit our own educational contexts. People often say that these capabilities won’t be taken seriously unless they are assessed. So whether, and how, to assess them continue to be vexed questions. In this paper I argue that capabilities are more appropriately seen as changing the curriculum rather than adding to it. If we are serious about ...


Session G: Collaborative Problem-Solving: Assessment And Reporting, Patrick Griffin 2015 University of Melbourne

Session G: Collaborative Problem-Solving: Assessment And Reporting, Patrick Griffin

From 2009 - 2015 ACER Research Conference series

This practical session will present a live administration of interactive collaborative problem-solving assessment and reporting. The presenter will demonstrate example tasks and reports. Audience representatives will have the opportunity to role-play as students being assessed across a range of social and cognitive skills associated with collaborative problem-solving. The discussion will then explore how these social and cognitive skills can be incorporated into the teaching program, enabling higher-order skills to be assessed in key learning areas across the curriculum.


Learning Assessments: Designing The Future, Geoff N. Masters 2015 ACER

Learning Assessments: Designing The Future, Geoff N. Masters

From 2009 - 2014 ACER Research Conference series

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER ...


The Predictive Power Of Community, Family, And School Variables On Student Achievement On The Nj Ask Language Arts Literacy In New Jersey In Grades 6 And 7, Meredith Fox 2015 Seton Hall University

The Predictive Power Of Community, Family, And School Variables On Student Achievement On The Nj Ask Language Arts Literacy In New Jersey In Grades 6 And 7, Meredith Fox

Seton Hall University Dissertations and Theses (ETDs)

This non-experimental, correlational, explanatory, cross-sectional study using quantitative methods sought to determine which combination of 20 out-of-school community demographic factors, while controlling for two school level variables, predicted and accounted for the most variance in New Jersey schools’ percentages of students scoring Proficient or above on the 2010 NJ ASK Language Arts Literacy in sixth and seventh grades. This study focused on both community variables and school level variables to determine whether the current federal and state evaluation policies in place for schools and school personnel that utilize student outcomes on high-stakes standardized assessments are reasonable. The study examined over ...


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