Education Commons^™

Pairwise Comparison Method: Concept Note, Australian Council For Educational Research

Global education monitoring

The paper sets out several approaches, both statistical and non-statistical, by which jurisdictions may choose to link their assessments to the global standards for reporting. One of these, the Pairwise Comparison Method (PCM), was first set out in Lazendic (2019). This concept note provides further details on the PCM and the work that has taken place since 2019 to enable the approach to be operationalised. The PCM relies on the Learning Progression Scales (LPSs) for reading and mathematics, developed by the Australian Council for Educational Research (ACER). A full description of the development of the scales is provided in the …

Teacher Professional Development For Disability Inclusion In Low- And Middle-Income Asia-Pacific Countries: An Evidence And Gap Map, Syeda Kashfee Ahmed, David Jeffries, Anannya Chakraborty, Toby Carslake, Petra Lietz, Budiarti Rahayu, David Armstrong, Amit Kaushik, Kris Sundarsagar

Assessment and Reporting

In the Asia‐Pacific region, around one‐third of the children who are out‐of‐school have a disability and given that teacher readiness and capability are key contributors for inclusive education, it is high time for a mapping of disability inclusive teacher professional development (TPD) interventions in this region. The key objective of this evidence and gap map (EGM) is to locate evidence on interventions for in‐service TPD focussing on education for the inclusion of students with a disability in low‐ and middle‐income countries (LMICs) in the Asia‐Pacific region. A broad range of bibliographic databases and repositories were searched electronically to identify the …

International Standard Setting Exercise, Australian Council For Educational Research (Acer)

Monitoring Learning

The GEM Centre provides technical support to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS), which has been mandated to monitor the progress of countries towards achieving the education goals of Sustainable Development Goal 4 (SDG 4). The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary …

Confirmatory Factor Analysis Of The Perception Of Academic Stress Scale (Pas), Damajanti Kusuma Dewi, Miftakhul Jannah, Ira Darmawanti

International Conference on Assessment and Learning (ICAL)

Stress is a condition that must be experienced by humans, including students. This happens because every student will always be faced with a condition to meet the demands of the environment. Students will experience stress if they feel they do not have the ability to meet these academic demands. Therefore, an instrument is needed that can measure academic stress felt by students. This study aims to test the construct validity of the Perception of Academic Stress Scale (PAS)-Adaptation of Bedewy & Gabriel. Before conducting factor analysis, the adaptation and modification process of the instrument was carried out. The adaptation process …

Minimum Proficiency Levels Unpacked, Australian Council For Educational Research (Acer)

Monitoring Learning

This document draws together work from several initiatives to establish Minimum Proficiency Levels (MPLs) for reading and mathematics, for global use in pursuit of the Sustainable Development Goal in Education, SDG 4.1, with a specific focus on indicator 4.1.1. Three educational levels are referred to in this paper as ‘end of lower primary’, ‘end of primary’ and ‘end of lower secondary’. The MPLs are described and elaborated in four ways: nutshell statements; expanded statements; domains, constructs and descriptors; and sample items. A detailed account of the history and evolution of the Minimum Proficiency Levels is provided in Appendix A

Readiness, Response, And Recovery: The Impacts Of Covid-19 On Education Systems In Asia, Anna Dabrowski, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, Maya Conway

Monitoring Learning

This review provides insights into COVID-19 responses in educational systems in Asia, and to understand which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and …

Infografik: Dari Guru Untuk Guru – Semua Tentang Perencanaan, Zoe Kaskamanidis

Teacher Southeast Asia

Dalam survei pembaca tahunan majalah Teacher, kami meminta Anda untuk menuliskan saran yang sangat ingin Anda bagikan kepada sesama pendidik. Di infografik kali ini, kami menampilkan beberapa respon yang telah kami terima terkait perencanaan dalam pembelajaran yang dapat juga Anda aplikasikan secara umum.

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 …

Building A World-Class Learning System, Geoff N. Masters

School and system improvement

This study sought to understand how five jurisdictions – British Columbia, Estonia, Finland, Hong Kong and South Korea, which have all performed unusually well in international achievement surveys over the past two decades – are approaching school education and its transformation. Geoff Masters describes key aspects of the learning systems these jurisdictions have established, comments on how they are now redesigning their learning systems for the future, and discusses insights into what may be required for any jurisdiction to perform well on measures of the kind currently used in international surveys.

Infografik: Kesenangan Dan Kemampuan Membaca Di Era Digital, Zoe Kaskamanidis

Teacher Southeast Asia

Laporan OECD Pembaca di Abad-21: Membangun Keterampilan Literasi di Dunia Digital menganalisis data dari tes PISA 2018 serta survei murid untuk mengetahui bagaimana bentuk kebiasaan membaca anak 15 tahun di negara-negara OECD. Cari tahu lebih lanjut mengenai bagaimana kebiasaan membaca baik dalam format cetak maupun digital memengaruhi kemampuan serta kesenangan membaca murid di infografik hari ini.

Applying A New Policy Monitoring Tool For Education In Emergencies, Pina Tarricone, Kemran Mestan, Ian Teo

International Education Research

Two years on, the COVID-19 pandemic has continued to impact national education systems due to partial or complete closures of schools, or the uncertainty of school closures. To support education policymakers and stakeholders to build resilient education systems, the Global Education Monitoring (GEM) Centre developed two practical policy resources – a Policy Monitoring Framework (PMF) and a Policy Monitoring Tool (PMT). This brief describes how the Policy Monitoring Tool can be used to review existing policies and strategies, identify areas for improvement, monitor changes, and prioritise activities to build education system resilience.

For a complete description of the Policy Monitoring …

Infografik: Dampak Covid-19 Terhadap Pendidikan, Zoe Kaskamanidis

Teacher Southeast Asia

Lembaga survei yang merespon terjadinya disrupsi dalam pendidikan atau Responses to Educational Disruption Survey (REDS) UNESCO/IEA menyelidiki apa saja dampak yang dibawa pandemi terhadap pendidikan di tingkat sekolah menengah, menginvestigasi bagaimana 11 negara mengatasi berbagai tantangan untuk memastikan keberlangsungan proses belajar mengajar dengan disrupsi yang ada. Cari tahu lebih lanjut temuan menarik dari survei tersebut di infografik kali ini.

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 …

Within And Between School Variation In Achievement On The Programme For International Student Assessment (Pisa) In Australia: Pisa Australia Technical Paper, John Ainley, Greg Macaskill, Sue Thomson

OECD Programme for International Student Assessment (PISA) Australia

Australian secondary school students vary widely in their academic achievement. Using the scores from the Programme for International Student Achievement (PISA) in 2018, for example, the range from the 5th to the 95th percentile of student reading scores in Australia was 359 points compared to the OECD average of 327 points (OECD, 2019a; Thomson et al., 2019). This considerable range in achievement scores has been described as reflecting a long tail in the distribution of achievement. In this paper, attention is focused on the variation in the achievement scores of 15-year-old students in Australia based on data from PISA 2018. …

Teacher Development Multi-Year Study Series. Report Highlights. Vanuatu: Interim Report 2, Elizabeth Cassity, Jennie Chainey, Jacqueline Cheng, Debbie Wong

Education Analytics Service

The Teacher Development Multi-Year Study for Vanuatu seeks to answer the question: To what extent does Australia’s aid investment produce improved teaching quality and improved student learning? The 3 specific questions are: 1. To what extent has the investment improved teaching quality in Vanuatu? 2. To what extent has the investment in teacher training and mentoring supported effective implementation of Vanuatu’s new curriculum? 3. To what extent have teacher training and support activities led to improved learning outcomes? The study adopts a mixed methods approach using qualitative case study data and quantitative student assessment data from the Vanuatu Standardised Test …

Teacher Development Multi-Year Studies. Insights On The Challenges Of Data Availability For Measuring And Reporting On Student Learning Outcomes, Elizabeth Cassity, Debbie Wong

Education Analytics Service

Student learning outcomes are an important source of evidence regarding improved teaching quality. A multi-year teacher development study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to investigate teacher development initiatives 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 outlines the different approaches to sourcing and using data in each country context, and then presents initial insights about the challenges associated with the limited availability of data …

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 Studies. Using Case Studies To Investigate And Understand Teaching Quality And Student Learning: Initial Lessons Learned, Jennie Chainey, Debbie Wong, Elizabeth Cassity, Hilary Hollingsworth

Education Analytics Service

This paper presents some initial lessons learned about the use of case studies as a key form of evidence regarding teaching quality and student learning 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 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 discusses the processes used to design, implement, analyse and report case …

Report Highlights: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson

Education Analytics Service

The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu.

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.

Teacher Development Multi-Year Study Series. Timor-Leste: Final Report, Elizabeth Cassity, Jennie Chainey, Debbie Wong

Education Analytics Service

The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 …

Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1, Hilary Hollingsworth, Debbie Wong, Elizabeth Cassity, Prue Anderson, Jessica Thompson

Education Analytics Service

The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for …

Iea International Civic And Citizenship Education Study 2022: Assessment Framework [Early Online Version], Wolfram Schulz, Julian Fraillon, John Ainley, Bruno Losito, Valeria Damiani, Tim Friedman

Civics and Citizenship Assessment

The International Civic and Citizenship Study (ICCS) 2022 continues IEA’s investigation into the ways in which young people understand and are prepared to be citizens in a world where contexts of democracy and civic participation continue to change. This assessment framework provides insight into the study’s conceptual background, cognitive, affective-behavioral and contextual content, and assessment design. It also describes content relevant for the measurement of the United Nations’ Sustainable Development Goals (SDGs) that is related to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD). Countries that participated in ICCS 2009, ICCS 2016, and ICCS 2022 will be able …

Beyond Letters And Numbers: The Covid-19 Pandemic And Foundational Literacy And Numeracy In Indonesia, Jeaniene Spink, Dan Cloney, Amy Berry

International Education Research

In 2020, with the COVID-19 pandemic spreading across Indonesia and around the world, INOVASI (the Innovation for Indonesia’s School Children) and the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) initiated a study of foundational literacy and numeracy learning by Indonesian students and the impact of the pandemic on this learning. The Australian Council for Educational Research (ACER) provided technical support. The study developed descriptions of literacy and numeracy achievement levels, referencing both global proficiency frameworks and Indonesia’s curriculum and assessment standards. Student results were benchmarked against descriptors of skills for the Global Proficiency Framework (GPF) Minimum Proficiency Levels …