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Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan : Translated Version - Pashto, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This school context questionnaire for year 6 principals in Afghanistan, is produced by ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the principal and his/her school. It has been translated into the Afghani language Pashto.

Monitoring Trends In Educational Growth In Afghanistan : Class 6 2013, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This document is a brief summary of the reading, writing and mathematical proficiency of year 6 students from Afghanistan who took part in the Monitoring Trends in Educational Growth (MTEG) study.

Monitoring Trends In Educational Growth Class 6 Student Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan : Translated Version - Dari, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This student context questionnaire for year 6 students in Afghanistan, is a product of ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the student, his/her family, schooling and interests. It has been translated into the Afghani language of Dari.

Monitoring Trends In Educational Growth Class 6 School Principal Questionnaire Prepared In 2013 For The Ministry Of Education, Afghanistan: Source Version - English, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

This school context questionnaire for year 6 principals in Afghanistan, is produced by ACER’s Monitoring Trends in Educational Growth (MTEG) service. The questionnaire covers questions about the principal and his/her school.

Assessment: Getting To The Essence, Geoff N. Masters

Assessment and Reporting

The author argues that assessment in education has become over-conceptualised and overcomplicated, and assessment concepts and terminology introduced over the past half century sometimes now function as impediments to clear thinking and good practice. The one fundamental purpose of assessment in education, he says, is to establish and understand where learners are in an aspect of their learning at the time of assessment. When this is recognised, many supposedly important distinctions become less significant. Currently, however, such distinctions tend to result in fragmentation of the field, with proponents championing one assessment purpose or method while denigrating others. He explains why …

The Early Grade Reading Assessment: Assessing Children's Acquisition Of Basic Literacy Skills In Developing Countries (Superseded Version), Australian Council For Educational Research

Assessment GEMS

The Early Grade Reading Assessment (EGRA), administered individually in about 15 minutes, measures the most basic foundation skills for literacy acquisition in the early grades. The assessment was developed by the Research Triangle Institute (RTI) through funding provided by the United States Agency for International Development (USAID) and the World Bank (Gove & Wetterberg, 2011), in addition to resources provided by RTI. The EGRA was developed to provide a battery of assessments of basic reading skills for developing countries to monitor the status of early reading in primary schools. The assessment tool was first implemented in The Gambia and Senegal …

The 'Literacy' Idea, Ross Turner

Assessment GEMS

A central reason why researchers and practitioners refer to domain literacy is to draw attention to the kinds of things students learn in the domain. In a traditional learning domain the focus might be on the acquisition of discrete facts, skills and procedures that have little obvious connection or utility. In a learning domain with a literacy orientation, the focus is on applying the domain’s facts, skills and procedures to support creativity and inventiveness, to solve novel problems and to deal with the kinds of challenges that life presents outside the classroom. In the case of mathematics, for example, a …

Towards A Growth Mindset In Assessment, Geoff N. Masters

Assessment and Reporting

The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning, but also about the nature of learning itself. Assessment and reporting processes shape student, parent and community beliefs about learning – sometimes in unintended ways.

This essay describes three general approaches to evaluating and providing feedback on the outcomes of learning. Each approach is based on a particular way of thinking about what it means to learn successfully, and each has implications for how students view …

Measure For Measure : A Review Of Outcomes Of School Education In Australia, John Ainley, Eveline Gebhardt

Assessment and Reporting

There have been a plethora of research reports providing information about the achievements of students in Australian schools and how those achievements differ among jurisdictions and among groups of students. However, each report has often been viewed in isolation from other similar studies. This report is intended to provide an integrated appraisal of the results of the international and national achievement surveys conducted since 1994 but with some references to earlier studies. In addition to limiting the task to manageable proportions, this time span corresponds to the widespread introduction of modern measurement methods so that there is a better basis …

Evaluation Of The Assessment And Rating Process Under The National Quality Standard For Early Childhood Education And Care And School Age Care, Sheldon Rothman, David Kelly, Bridie Raban, Mollie Tobin, Jocelyn Cook, Kate O’Malley, Clare Ozolins, Meredith Bramich

Early Childhood Education

This evaluation of the assessment and rating process for early childhood education and care and school age care services had as its focus the validity and reliability of the process. In particular, do the items reviewed with the Assessment and Rating Instrument provide consistent and replicable measures? Would the judgements made by one authorised officer be made by other authorised officers reviewing the same service? Does the process—including use of the Instrument—allow distinctions between rating levels?

The evaluation was undertaken by the Australian Council for Educational Research (ACER), which analysed assessment and rating data from both draft and final reports; …

How Well Do Young People Deal With Contradictory And Unreliable Information On Line? What The Pisa Digital Reading Assessment Tells Us, Tom Lumley, Juliette Mendelovits

OECD Programme for International Student Assessment (PISA)

There is sometimes an assumption that young people, as ‘digital natives’, are able to use online information effectively, including selecting and negotiating digital texts that are not only relevant for what they need, but also are likely to provide reliable information. This paper examines the question of how well young people are in fact able to recognise whether information is likely to be trustworthy. While some small-scale work has been done in this area, this paper draws on data from the first large-scale international assessment of online reading, the Digital Reading Assessment (DRA) that was part of the Organisation for …

Print And Digital Reading In Pisa 2009 : Comparison And Contrast, Juliette Mendelovits, Dara Ramalingam, Tom Lumley

OECD Programme for International Student Assessment (PISA)

PISA was administered for the fourth time in 2009. Since in each administration, one of reading, maths or science is chosen as the major domain, the 2009 survey marked the first time that a domain (in this case, reading) was revisited as the major focus of the assessment. This allowed a full review of the framework for reading literacy and the inclusion of new elements to reflect the way that reading has changed since 2000 (OECD, 2009). One such change is the increasing prevalence of digital texts. The assessment of digital reading in the PISA 2009 cycle, undertaken by 19 …

The Digest Edition 2008/2 : Using Data To Improve Student Learning, Marion Meiers

Research Digest

This Digest is focused on studies that have investigated how data can be used in schools to examine teaching practices in order to improve student learning. A selection of relevant websites is listed, and a full reference list is provided. Links to those references for which full-text online access is freely available are also included. School systems, principals and teachers have access to an extensive range of data that can be used for a variety of purposes. Accountability processes and data have come to play a significant place in policy development and reform efforts. There is a large body of …

The Assessments We Need, Geoff N. Masters, Margaret Forster

Assessment and Reporting

Large-scale assessment programs have an important role to play in providing dependable information for educational decision making by policy makers, system managers, school leaders, teachers and parents. But these programs - which include international achievement studies, national surveys and system-wide tests - also convey powerful messages about the kinds of learning valued by educational authorities and can have a profound impact on teaching and learning, particularly if results are reported and compared publicly. For this reason it is essential that large-scale programs are designed to reflect and reinforce learning priorities. This paper argues that large- scale programs are most likely …

Nsw Counsellor's Bulletin /Australian Council For Educational Research, Measurement Unit No. 4, Australian Council For Educational Research (Acer)

ACER historical documents

At the present time we are all dissatisfied with intelligence testing. And we have been so, more or less, for the past twenty years. Tests have been criticized by researchers involved in experimental studies of intelligence, by administrators concerned with the applications of intelligence tests, and most importantly, by the users of these tests. So you may well ask 'Why haven't test constructors done -something about these criticisms?' And of course there is no really crushing retort to this. However the problem that has faced, and still faces, people trying to construct intelligence tests is the very diversity of the …