Education Commons^™

International Early Learning And Child Well-Being Study, Australian Council For Educational Research

Assessment GEMS

The International Early Learning and Child Well-Being Study (IELS) assesses children at age 5, measuring key learning and development outcomes. The overall purpose of IELS is to help countries to better support the development and overall well-being of young children through improved early learning experiences. It achieves this by: providing robust empirical data on children’s early learning; identifying factors that enable and inhibit children’s early learning; and informing early childhood education centres and schools about skill levels of five year old children, as well as related contextual factors, which could be used to make more informed decisions about curriculums and …

Pisa Australia In Focus Number 1: Sense Of Belonging At School, Lisa De Bortoli

OECD Programme for International Student Assessment (PISA) Australia

PISA has established a profile of what 15-year-old students can do and what they are like as learners. Gaining an understanding about the non-cognitive aspects, including students’ motivation, engagement and beliefs, for achieving success in school and in the future is another important goal of PISA. This report seeks to explore an aspect of students’ more general attitudes towards school, specifically their sense of belonging at school.

Pisa 2015 Australia Student And Achievement Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This dataset (SAS zipped) is a data source for the report PISA 2015: Reporting Australia’s results.

Pisa 2015 Australia School Questionnaire Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This dataset (SPSS zipped) is a data source for the report PISA 2015: Reporting Australia’s results.

Pisa 2015 Australia Student And Achievement Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This dataset (SPSS zipped) is a data source for the report PISA 2015: Reporting Australia’s results.

Pisa 2015 Australia School Questionnaire Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This dataset (SAS zipped) is a data source for the report PISA 2015: Reporting Australia’s results.

Pisa 2015: Reporting Australia's Results, Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) is an international comparative study of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. PISA 2015 is the sixth cycle of PISA since it was first conducted in 2000. Seventy-two OECD countries or partner economies participated in PISA 2015. In Australia, PISA is managed by the Australian Council for Educational Research (ACER) and …

Pisa 2015: Reporting Australia's Results Data Tables [6 Zipped Excel Files] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

This zipped file contains 6 Excel files pertaining to the data tables for the report PISA 2015: Reporting Australia's results (2017). This report provides the Australian results from PISA 2015.

• Chapter 2 - Australian students performance in scientific literacy
• Chapter 3 - Australian students science subscales
• Chapter 4 - Australian students performance in reading literacy
• Chapter 5 - Australian students performance in mathematical literacy
• Chapter 7 - Australian students motivation and beliefs in science
• Chapter 8 - The school learning environment

Initial Teacher Preparation Study: Australian Country Background Report, Lawrence Ingvarson, Phillip Mckenzie, Glenn Rowley, Paul R. Weldon

OECD Teaching and Learning International Survey (TALIS)

This Australian Country Background Report for the Teaching and Learning International Survey (TALIS) Initial Teacher Preparation (ITP) Study provides information on schooling and ITP arrangements in Australia. The report is structured around the six stages of the ITP lifecycle identified in the Organisation for Economic Cooperation and Development (OECD) Guidelines for the report: attraction of candidates, selection into ITP programs, the structure of ITP programs, ensuring quality delivery, teacher certification and support for new teachers.

Pisa For Development Technical Strand A: Enhancement Of Pisa Cognitive Instruments, Ray J. Adams, John Cresswell

OECD Programme for International Student Assessment (PISA)

The OECD is planning to enhance existing PISA assessment instruments in reading, mathematics and science so that they will be more suitable to the context of developing countries. The main purpose of this paper is to identify the main technical issues associated with this aim. The paper reports detailed analysis of the existing PISA item pool and its suitability for countries which have students of average limited capacity. The paper cautions that the fit of developing country data to the PISA model is not good and that modifications to address some of the deviations should be explored. The use of …

A Review Of International Large-Scale Assessments In Education: Assessing Component Skills And Collecting Contextual Data, John Cresswell, Ursula Schwantner, Charlotte Waters

OECD Programme for International Student Assessment (PISA)

The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will …

Financing The Future: Australian Students’ Results In The Pisa 2012 Financial Literacy Assessment, Sue Thomson

OECD Programme for International Student Assessment (PISA) Australia

This report reveals that Australia is in the top five in the world’s first international assessment of young people’s financial literacy. Conducted in 2012 as part of the Programme for International Student Assessment (PISA) of the OECD with support from the Australian Securities and Investments Commission as the Australian Government agency responsible for financial literacy, the supplementary PISA financial literacy assessment measured 15-year-olds’ knowledge of personal finances and ability to apply it to financial problems. A total of 29 000 students from 18 countries and economies participated in the assessment, including approximately 3300 Australian students from 768 schools. According to …

A Policy Makers Guide To International Achievement Studies, Margaret Forster

Policy Maker's Guides

This guide provides policy makers with research-based information about international achievement studies. Good decision making at all levels of an education system is facilitated by easily accessible, relevant, and reliable information. Many indicators provide useful input to educational decision making; but the most important indicators are those which address the central concern of education: the promotion of student learning. Education systems monitor student learning—with the fundamental intention of promoting learning—by collecting, analysing and reporting student achievement data. Given that state, national and international achievement studies are both time consuming and expensive, it seems prudent to reflect on this effort: What …