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Articles 1 - 16 of 16
Full-Text Articles in Education
Teachers’ Assessment Literacy And Design Competence Framework, Sladana Krstic, Sarah Manlove, Sarah Richardson
Teachers’ Assessment Literacy And Design Competence Framework, Sladana Krstic, Sarah Manlove, Sarah Richardson
2021-2030 ACER Research Conferences
Teachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical …
Assessing Reading: How Assessment Can Be Used To Target Teaching And Enhance Understanding Of Reading Comprehension, Sandra Knowles
Assessing Reading: How Assessment Can Be Used To Target Teaching And Enhance Understanding Of Reading Comprehension, Sandra Knowles
2021-2030 ACER Research Conferences
The skills demonstrated by a proficient reader are not easy to untangle. Current research acknowledges that reading comprehension is a highly complex area of ability, one that needs to be understood as the coordination of several integrated processes. Using example test questions and data, this presentation explores how assessment can help us make sense of reading comprehension in a way that curricula and commonly used teaching strategies cannot. Assessment is evidence that informs us about the skills involved in the reading process, how they relate to each other, and how they develop in complexity. When assessment is understood in this …
Assessment Moderation: Is It Fit For Purpose?, Lenore Adie
Assessment Moderation: Is It Fit For Purpose?, Lenore Adie
2021-2030 ACER Research Conferences
This presentation outlines the different practices and purposes of assessment moderation and analyses the benefits and issues of these. Two projects are presented; each seeks to improve teacher judgement. Both attempt to redefine what we mean by moderation and how moderation can be conducted to reach diverse and dispersed groups. The first draws on a current Australian Research Council project that is exploring the development of scaled exemplars, the use of commentaries of judgement decisions, and the use of digital platforms to support teachers grading student work. The second draws on the work of the Graduate Teacher Performance Assessment (GTPA) …
The Transformational Change Of Adaptive Assessment, Jarrod Hingston, Toby Newton
The Transformational Change Of Adaptive Assessment, Jarrod Hingston, Toby Newton
2021-2030 ACER Research Conferences
Organisational change theory often discusses the differences between adaptive change and transformational change; adaptive change being the process of incremental shifts that are intended to drive improvement, while transformational change requires major alterations in processes. In 2019, ACER embarked on a mission to develop a new adaptive testing and reporting system, with the goal of delivering an assessment that would improve the precision of results for every student. While the intention was to introduce an adaptive change in the assessments, the project truly transformed the way that ACER delivers assessments and reports results, a result recognised by the project being …
Sharing And Securing Learners' Performance Standards Across Schools, Richard Kimbell
Sharing And Securing Learners' Performance Standards Across Schools, Richard Kimbell
2021-2030 ACER Research Conferences
Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to …
An Innovative Method For Teachers To Formatively Assess Writing Online, Dr Sandy Heldsinger, Stephen Humphry
An Innovative Method For Teachers To Formatively Assess Writing Online, Dr Sandy Heldsinger, Stephen Humphry
2021-2030 ACER Research Conferences
Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of …
Using Pat Data To Inform Teaching And Learning, Marc Kralj, Rachel Felgate, Shani Sniedze, Caithlin Power, Grant Barclay, Darren Leech
Using Pat Data To Inform Teaching And Learning, Marc Kralj, Rachel Felgate, Shani Sniedze, Caithlin Power, Grant Barclay, Darren Leech
2021-2030 ACER Research Conferences
ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how …
Reimagining Classroom Assessment And Feedback To Meet Learner Needs, Fabienne Van Der Kleij
Reimagining Classroom Assessment And Feedback To Meet Learner Needs, Fabienne Van Der Kleij
2021-2030 ACER Research Conferences
The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford …
Acer Models Of Writing: Changing The Assessment Mindset, Juliette Mendelovits, Judy Nixon
Acer Models Of Writing: Changing The Assessment Mindset, Juliette Mendelovits, Judy Nixon
2021-2030 ACER Research Conferences
This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints …
Reimagining The Purpose Of Assessment, Geoff N. Masters
Reimagining The Purpose Of Assessment, Geoff N. Masters
2021-2030 ACER Research Conferences
Assessment is commonly understood as the process of judging how well students have learnt what they have been taught. It comes at the end of a sequence that begins with a curriculum or course syllabus. Teachers are expected to deliver this body of specified content, students are expected to learn it, and assessment is the process of judging and grading students on how well they have learnt what teachers have taught. This is a common view of assessment among students, parents and many teachers. I will argue in this presentation that this traditional understanding of what it means to learn …
Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)
Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)
2021-2030 ACER Research Conferences
The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.
Teacher Development Multi-Year Studies: Impact Of Covid-19 On Teaching Practices In Lao Pdr, Timor-Leste And Vanuatu: A Discussion Paper For Practitioners And Policymakers, Aris Huang, Debbie Wong, Elizabeth Cassity, Jennie Chainey
Teacher Development Multi-Year Studies: Impact Of Covid-19 On Teaching Practices In Lao Pdr, Timor-Leste And Vanuatu: A Discussion Paper For Practitioners And Policymakers, Aris Huang, Debbie Wong, Elizabeth Cassity, Jennie Chainey
Education Analytics Service
The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to …
Development Of A Transcript To Record Learner Creativity And Curiosity, Prue Anderson, Toby Carslake, Anit Cherian, Bethany Davies, Laura Good, Jonathan Heard, Sladana Krstic, Brendan Mcginley, Dara Ramalingam, Sarah Richardson, Claire Scoular, Shani Sniedze, Jennifer Star
Development Of A Transcript To Record Learner Creativity And Curiosity, Prue Anderson, Toby Carslake, Anit Cherian, Bethany Davies, Laura Good, Jonathan Heard, Sladana Krstic, Brendan Mcginley, Dara Ramalingam, Sarah Richardson, Claire Scoular, Shani Sniedze, Jennifer Star
Assessment and Reporting
Funded with generous support by the Jacobs Foundation, the ultimate goal of this project was to develop transcripts to track learner progress in the domains of creativity and curiosity. To support this overarching goal, the research team sought to define creativity and curiosity in language that would resonate with learners and teachers and that would be appropriate across numerous cultural settings. The result of the project is a series of prototype materials and resources, specifically: literature reviews, frameworks, enabling environment summaries, reflective quizzes and transcripts. Based on insights from the literature reviews, the researchers developed frameworks to define the constructs …
School Improvement Tool Elaborations: Student Engagement And Wellbeing, Australian Council For Educational Research (Acer), Queensland Department Of Education
School Improvement Tool Elaborations: Student Engagement And Wellbeing, Australian Council For Educational Research (Acer), Queensland Department Of Education
School and system improvement
What happens in schools can have a great and lasting impact on the future wellbeing and outcomes for young people. Schools therefore play an important role in supporting students’ engagement and wellbeing. These elaborations are intended to support the work of schools by providing further specificity about the practices in each of the nine domains of the School Improvement Tool (previously National School Improvement Tool) that optimise student engagement and wellbeing and, in turn, impact on achievement. Commissioned by the Queensland Department of Education, the elaborations provide an evidence-based framework to guide practice by teachers, school leaders and education systems …
Teacher Development Multi-Year Studies. Using Classroom Observations To Investigate And Understand Teaching Quality: Initial Lessons Learned, Hilary Hollingsworth, Debbie Wong
Teacher Development Multi-Year Studies. Using Classroom Observations To Investigate And Understand Teaching Quality: Initial Lessons Learned, Hilary Hollingsworth, Debbie Wong
Education Analytics Service
This paper presents some initial lessons learned about the use of classroom observation data as a key form of evidence regarding improved teaching quality in a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives that are primarily designed to support the implementation of new primary curriculum in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper …
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng, Debbie Wong
Teacher Development Multi-Year Study Series. Vanuatu: Interim Report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng, Debbie Wong
Education Analytics Service
The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.