Education Commons^™

System-Level Assessment And Educational Policy, John Cresswell

Dr John Cresswell (retired)

Education ministries throughout the world are integrating educational assessment into their education reform processes. Education reform is not a straight-line activity, and assessment can both inform the discussion on policy reform and give an indication of the effectiveness of policies that have been implemented. Three different types of assessment are used in the educational process: classroom assessment, examinations and system-level assessment. Each type has a different purpose. While the focus of both classroom assessments and examinations is to measure the learning outcomes of individuals, for system-level assessment the focus is to describe the characteristics of the population as a whole …

Feasibility Study For The East Asia Summit - Regional Facility For Education Quality Assessment Project (Rfeqa), John Cresswell, Karyn Docking

Dr John Cresswell (retired)

This report presents a feasibility study into an East Asia Summit (EAS) Regional Facility for Education Quality Assessment (RFEQA).The project was developed partly in response tomajor findings of the 2008 study Harnessing Educational Cooperation in the EAS for Regional Competitiveness and Community Building (‘the Harnessing Report’) which noted that 'One potential issue for a number of EAS countries is that a number of the international student achievement studies are focused on secondary education. For developing countries in particular, the higher priority is likely to be student achievement in primary education as secondary participation rates are relatively low...'

This report …

15-Up And Counting, Reading, Writing, Reasoning : How Literate Are Australian Students? : The Pisa 2000 Survey Of Students' Reading, Mathematical And Scientific Literacy Skills, Jan Lokan, Lisa Greenwood, John Cresswell

Dr John Cresswell (retired)

This report presents evidence on the performance in reading, mathematical and scientific literacy of 15 year old students, their schools and their countries, interpreted from an Australian perspective. It gives insights into factors that influence the development of these skills at home and at school, and discusses implications of the results for policy development. Chapter 5 focuses on results for the Australian states and territories and for other sub-national groups. Results achieved by Indigenous students and by students with language backgrounds other than English are included in this chapter. The sixth chapter describes the Australian PISA participants in some detail, …