Education Commons^™

Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report, Yung Nietschke, Anna Dabrowski Phd, Aris Huang, Jeaniene Spink

Education Analytics Service

In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …

Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of …

Teacher Development Multi-Year Study Series. Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Final Report, Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.

Report Highlights: Evaluation Of Australia’S Investment In Teacher Development In Lao Pdr: Interim Report 1 (Lao Version), 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.

Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Summary Of The 2019 Baseline Report (Lao Version), Australian Council For Educational Research (Acer)

Education Analytics Service

In 2019, the Government of Lao People’s Democratic Republic (Lao PDR) introduced a new primary education curriculum to improve teaching quality and student learning outcomes. The Government’s Education and Sports Sector Development Plan 2021- 25 focuses on improving teacher knowledge and skills as a means to improve student learning outcomes. This report summarises baseline findings just prior to these significant curriculum changes. These changes are supported by the Australian Government through its Basic Education Quality and Access in Laos (BEQUAL) program. The Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how BEQUAL is …

The Journey To Becoming A Reader: Relationships Between Home Activities, Attitudes And Reading, Kylie Hillman

2021-2030 ACER Research Conferences

The Progress in International Reading Study – PIRLS for short – has been running since 2001, with Australia joining in 2011. Along with a well-researched measure of students’ reading comprehension, PIRLS includes a number of questionnaires for students, teachers, principals and parents/guardians that provide background and context for students’ performance in the reading assessment. This presentation will provide educators with an introduction to PIRLS and discuss what PIRLS can tell us about various home, attitudinal and behavioural factors that relate to Year 4 students’ performance in the PIRLS reading comprehension assessments.

We will discuss relationships between reading scores and factors …

Bringing Learning Progressions Down To 2-Year-Olds In Reading And Mathematics, Prue Anderson

2021-2030 ACER Research Conferences

ACER’s learning progressions in reading and mathematics describe growth that is mainly focused on skills students demonstrate at and beyond school. These progressions have recently been extended down to describe earlier levels of growth so we now have seamless progressions from skills and understandings toddlers might demonstrate up to highly sophisticated skills and concepts. This presentation briefly outlines ACER’s work and identifies key implications for educators. The pathways that support early reading development were described in progressions for listening comprehension and sounds and letters. Along with an early mathematics progression, these were conceptualised as embedded in an oral language progression. …

More Than Phonics To Teach Spelling, Clare Iacono

2021-2030 ACER Research Conferences

This poster presents research into using more than phonics to teach students, in the middle primary school years, to spell. It uses document analyses and grounded theory to consider two research questions: Could instruction in metacognition and self regulation also improve skills in spelling? Is there evidence of instruction in metacognition and self regulation in current spelling lessons?

Explaining Students’ Attitudes Towards A Sustainable Future: Evidence From Sea-Plm 2019 Data, Syeda Kashfee Ahmed, Petra Lietz

Global education monitoring

This report, published by the Global Education Monitoring (GEM) Centre, discusses how students’ attitudes towards global issues are now crucial more than ever to build a sustainable world for future generations. The first section describes why students’ attitudes towards school and learning are important and how they are linked to the Educational Prosperity Framework (Willms & Tramonte, 2015). The second section highlights the literature about the key factors which can influence students’ attitudes towards school and learning and how they are related to students’ attitudes towards sustainable development. The third section discusses the methods used for analysing the relationships between …

Pirls 2021 Australian Year 4 Data [Sas], Kylie Hillman, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, Sue Thomson

Progress in International Reading Literacy Study (PIRLS)

This dataset (SAS zipped) is a data source for the report Progress in International Reading Literacy Study: Australia’s results from PIRLS 2021. Refer to the readme.txt file for details.

Pirls 2021 Australian Year 4 Data [Spss], Kylie Hillman, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, Sue Thomson

Progress in International Reading Literacy Study (PIRLS)

This dataset (SPSS zipped) is a data source for the report Progress in International Reading Literacy Study: Australia’s results from PIRLS 2021. Refer to the readme.txt file for details.

Pirls 2021 Australian Year 4 Data Readme [Text], Kylie Hillman, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, Sue Thomson

Progress in International Reading Literacy Study (PIRLS)

This readme file contains information on use of the datasets that form the data source for the report Progress in International Reading Literacy Study: Australia’s results from PIRLS 2021.

Progress In International Reading Literacy Study: Australia’S Results From Pirls 2021, Kylie Hillman, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, Sue Thomson

Progress in International Reading Literacy Study (PIRLS)

Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects …

Implementing Effective Tiered Interventions In Secondary Schools: Survey Of School And Support Staff, Paul R. Weldon, Jonathan Heard, Jessica Thompson, Tanya Stephenson

Literacy and Numeracy

An online survey and a series of interviews were focused on students in Years 7 to 9 who lack the foundational literacy and numeracy skills that are required to engage with a secondary curriculum, in schools where most students have these skills. These students are referred to throughout this report as struggling students. The students in scope are likely to struggle to engage in classes without significant differentiation on the part of classroom teachers, and the skill disparity may be so great that differentiating lessons for them is not feasible. The project sought to address 4 questions: What methods and/or …

Pirls 2021 Australian Year 4 Data Tables [Excel], Kylie Hillman, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, Sue Thomson

Progress in International Reading Literacy Study (PIRLS)

No abstract provided.

Report Highlights: Evaluation Of Australia's Investment In Teacher Development In Lao Pdr: Final Report (Lao Version), Debbie Wong, Hilary Hollingsworth, Prue Anderson, Payal Goundar, Agnes Mercer

Education Analytics Service

The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL), including a new primary curriculum. Phase 1 of BEQUAL (2015-22) supported the Ministry of Education and Sports (MoES) to rollout the new primary curriculum in schools, starting with Grade 1 (G1) in 2019. Specific teaching practices were introduced, including active learning, student-centred learning approaches, formative assessment, and a phonics approach to teaching reading. New practices were complemented by face-to-face orientation training and grants in BEQUAL target districts to strengthen communities of …

Relationship Between Students’ Economic, Cultural, And Social Status, School Climate And Student Achievement In Indonesia, Alejandra Osses-Vargas, Ursula Schwantner, Ray Adams, Nicole Wernert

International Conference on Assessment and Learning (ICAL)

PISA 2018 data shows that, in Indonesia, the relationship between students’ economic, cultural, and social status and their scores on reading achievement is weak. However, there is great variation between schools in average reading achievement with over 40% of the explainable variation in reading achievement being between-schools. In addition, in Indonesia, there is low social diversity across schools (students within schools are likely to be of similar economic, cultural, and social background). These conditions raise the question of whether school factors play a role – specifically whether school climate has a compensating, mediating or moderating effect on the relationship between …

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 …

Evidence-Informed Early Language And Literacy Practice: Implementation Of A New Formative Assessment For Early Language And Literacy Development, Sarah Groom, Mary-Ruth Mendel, Eric Brace, Philippa Pryor

2021-2030 ACER Research Conferences

With one in five Australian children starting school developmentally vulnerable, there is a need in this critical period for visibility over children’s oral language and early literacy development. The Australian Literacy and Numeracy Foundation (ALNF) partnered with a Northern Territory primary school to implement the Early Language and Literacy Development Index (ELLDI), a newly-created valid and reliable assessment which places children on a progression scale for oral language and early literacy development and provides meaningful, accessible recommendations for educational practice. Twenty-three children in the school’s transition cohort were measured using the ELLDI at the beginning and end of the school …

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 …

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 …

Infographic: Language And Cognitive Skills In The Early Years, Zoe Kaskamanidis

Teacher infographics

Results from the 2021 Australian Early Development Census (AEDC) collection cycle show that of all early childhood developmental domains, children’s language and cognitive skills have seen the most significant shift. Find out more in today’s infographic.

Infographic: Student Reading In A Digital Age, Zoe Kaskamanidis

Teacher infographics

An OECD report 21st-Century Readers: Developing Literacy Skills in a Digital World analyses data from the 2018 PISA test and student survey to report on the reading habits of 15-year-olds in OECD countries. Find out more about how reading in digital and paper formats effects students' reading performance and enjoyment in today's infographic.

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. 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 …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Zambia Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Zambia. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

The COVID-19 pandemic has disrupted education in many ways. Across the world, schools have been partially or wholly closed, teachers and students have been forced to quarantine at home for short or extended periods of time, social learning opportunities have been cancelled and community interactions curtailed. This has added a further obstacle to the achievement of the Sustainable Development Goals (SDGs) related to education. The COVID-19 MILO (Monitoring Impacts on Learning Outcomes) study was designed to provide information on the impact of the pandemic on learning outcomes in six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Senegal. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burundi Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burundi. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …

Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Burkina Faso Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics

Monitoring Learning

Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Burkina Faso. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior …