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Full-Text Articles in Education

Sharing The Assessment Reform Story, Hilary Hollingsworth Dec 2015

Sharing The Assessment Reform Story, Hilary Hollingsworth

Dr Hilary Hollingsworth

A new web-based resource is chronicling the experiences of schools as they undertake assessment reform.


Diving Deeper With Assessment, Hilary Hollingsworth Dec 2015

Diving Deeper With Assessment, Hilary Hollingsworth

Dr Hilary Hollingsworth

ACER is helping educators to understand and implement assessment practices for positive classroom change and improved learning.


Class 6 Girls And Boys In Afghanistan 2013 : Comparing Outcomes Of Girls And Boys From A Learning Assessment Of Mathematical, Reading And Writing Literacy, Alla Routitsky, Rachel Stanyon, Maurice Walker Jul 2015

Class 6 Girls And Boys In Afghanistan 2013 : Comparing Outcomes Of Girls And Boys From A Learning Assessment Of Mathematical, Reading And Writing Literacy, Alla Routitsky, Rachel Stanyon, Maurice Walker

Maurice Walker

This report presents the results of an assessment of reading, writing and mathematical literacy of Class 6 students in 13 provinces in Afghanistan in relation to the gender of students. The data were collected in late 2013. The purpose of Monitoring Trends in Educational Growth (MTEG) is to provide information to education policy makers on the quality of education outcomes in Afghanistan. In addition MTEG will inform educational practitioners by clearly demonstrating what students at Class 6 can and cannot do in an assessment situation. One of the policy areas that MTEG aims to inform is gender equality. It is ...


National Assessment In India, Maurice Walker Jul 2015

National Assessment In India, Maurice Walker

Maurice Walker

A large-scale and long-term national assessment program is now underway in India. As Maurice Walker explains, the project is expected to inform policy and program delivery in India.


The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker Jul 2015

The Cure For Early Grades Assessment Difficulties? Take A Tablet, Maurice Walker

Maurice Walker

Maurice Walker reports on an innovative approach to assessment using tablets to monitor educational development in the early years of schooling.


Class 6 Girls And Boys In Afghanistan 2013 : Comparing Outcomes Of Girls And Boys From A Learning Assessment Of Mathematical, Reading And Writing Literacy, Alla Routitsky, Rachel Stanyon, Maurice Walker Jun 2015

Class 6 Girls And Boys In Afghanistan 2013 : Comparing Outcomes Of Girls And Boys From A Learning Assessment Of Mathematical, Reading And Writing Literacy, Alla Routitsky, Rachel Stanyon, Maurice Walker

Dr Alla Routitsky

This report presents the results of an assessment of reading, writing and mathematical literacy of Class 6 students in 13 provinces in Afghanistan in relation to the gender of students. The data were collected in late 2013. The purpose of Monitoring Trends in Educational Growth (MTEG) is to provide information to education policy makers on the quality of education outcomes in Afghanistan. In addition MTEG will inform educational practitioners by clearly demonstrating what students at Class 6 can and cannot do in an assessment situation. One of the policy areas that MTEG aims to inform is gender equality. It is ...


Towards A Unified Theory Of Assessment, Geoff Masters Jun 2015

Towards A Unified Theory Of Assessment, Geoff Masters

Prof Geoff Masters AO

Attempts to categorise educational assessments as either ‘formative’ or ‘summative’ no longer serve us well and the time has come to develop a more unified theory of assessment.


Leaders Of School Improvement Share The Journey, Sharon Clerke Jun 2015

Leaders Of School Improvement Share The Journey, Sharon Clerke

Sharon Clerke

ACER's evaluation of ‘turnaround’ schools has revealed that strong school leaders do not undertake leadership alone, but build leadership capacity around them. Sharon Clerke reports.


Same Year, Same School, Same Curriculum: Different Mathematics Results, Catherine Pearn May 2015

Same Year, Same School, Same Curriculum: Different Mathematics Results, Catherine Pearn

Catherine Pearn

Year 4 students from a large metropolitan school in Melbourne were tested using the One Minute Tests of Basic Number Facts and a paper and pencil Number Screening Test developed by the author and colleagues. Observation of classes during the assessment procedures highlighted the vast difference in the students’ speed and accuracy when recalling basic facts and the types of strategies they used when solving whole number arithmetic tasks. When the results were analysed there were differences noted in the class results and when the results were presented to the teachers their reactions to these results varied considerably. This paper ...


A Cross-Institutional Initiative In Digital Assessment, Anne-Marie Chase, Diane Robbie, Bella Ross, Ekaterina Pechenkina Apr 2015

A Cross-Institutional Initiative In Digital Assessment, Anne-Marie Chase, Diane Robbie, Bella Ross, Ekaterina Pechenkina

Dr Anne-Marie Chase

This paper focuses on a cross institutional initiative between Swinburne Online (SOL) and Swinburne University of Technology (SUT), prototyping eight assessment types specifically designed for fully online undergraduate degrees, delivered by SOL, across a range of disciplines. This paper will report on the impact of a systematic project as a way to nurture innovation and good practice that will contribute to enhanced practice with digital assessment across both institutions. The digital assessments trialled in this initiative involve adaptive quizzes, group work, presentations, portfolio, role play, reflection and authentic alternatives to traditional formats such as an essay or report. The development ...


Assessing Maths Literacy: Learning From The Pisa Experience, Ross Turner Apr 2015

Assessing Maths Literacy: Learning From The Pisa Experience, Ross Turner

Ross Turner

A new book that draws on ACER’s work on one of the world’s largest international surveys is providing educators with important insights about how assessment can be used to improve learning outcomes.


Addressing The Learning Needs Of All Students, Geoff Masters Mar 2015

Addressing The Learning Needs Of All Students, Geoff Masters

Prof Geoff Masters AO

Year-level curriculum expectations in our schools sometimes impose artificial ceilings on student learning, and many of Australia’s most able students are not achieving their true potential as a result. Geoff Masters explains why.


Study Flags Civics And Citizenship Knowledge, Julian Fraillon Mar 2015

Study Flags Civics And Citizenship Knowledge, Julian Fraillon

Julian Fraillon

The percentage of Australian school students with the skills and knowledge required to be active and informed citizens has remained stable between 2010 and 2013, but there is room for improvement, as Julian Fraillon explains.


The 'Literacy' Idea, Ross Turner Mar 2015

The 'Literacy' Idea, Ross Turner

Ross Turner

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 ...


Improving Assessment Processes And Quality In Medical Specialisations, Daniel Edwards Mar 2015

Improving Assessment Processes And Quality In Medical Specialisations, Daniel Edwards

Dr Daniel Edwards

ACER’s work for a number of specialist colleges in medicine is contributing to higher quality education, as Daniel Edwards explains.


The Future Of Learning Assessments, Geoff Masters Feb 2015

The Future Of Learning Assessments, Geoff Masters

Prof Geoff Masters AO

Processes for assessing student learning are undergoing fundamental transformation, according to Geoff Masters.


Remember The Students: Lessons For Learning Outcomes Assessments, Jacob Pearce, Daniel Edwards Feb 2015

Remember The Students: Lessons For Learning Outcomes Assessments, Jacob Pearce, Daniel Edwards

Dr Jacob Pearce

Assessments of student learning outcomes are important for institutional and system-level quality assurance, but should also help students improve their knowledge and skills.


Remember The Students: Lessons For Learning Outcomes Assessments, Jacob Pearce, Daniel Edwards Feb 2015

Remember The Students: Lessons For Learning Outcomes Assessments, Jacob Pearce, Daniel Edwards

Dr Daniel Edwards

Assessments of student learning outcomes are important for institutional and system-level quality assurance, but should also help students improve their knowledge and skills.


Review Recommends Tertiary Entrance Changes, Geoff Masters, Gabrielle Matters Feb 2015

Review Recommends Tertiary Entrance Changes, Geoff Masters, Gabrielle Matters

Prof Geoff Masters AO

A review by Gabrielle Matters and Geoff Masters of senior assessment and tertiary selection processes in Queensland has recommended changes to meet future education needs.


Review Recommends Tertiary Entrance Changes, Geoff N. Masters, Gabrielle Matters Feb 2015

Review Recommends Tertiary Entrance Changes, Geoff N. Masters, Gabrielle Matters

Dr Gabrielle Matters

A review by Gabrielle Matters and Geoff Masters of senior assessment and tertiary selection processes in Queensland has recommended changes to meet future education needs.


Outcomes Assessment In Practice: Reflections On Two Australian Implementations, Daniel Edwards, Jacob Pearce Feb 2015

Outcomes Assessment In Practice: Reflections On Two Australian Implementations, Daniel Edwards, Jacob Pearce

Dr Jacob Pearce

This chapter provides a critical reflection of the experiences of the authors in two different projects that have explored the assessment of learning outcomes of higher education students. Both projects were undertaken in the context of a growing higher education system and in an era of increased calls for accountability in higher education, and a ‘search’ for metrics to help monitor ‘quality’. Each project involved the development of assessments, engagement of higher education institutions and students, implementation of assessments and reporting of outcomes. While these projects both focused on measuring learning outcomes and were implemented in the same higher education ...


Collaborative Assessments Of Learning Outcomes: Generating Positive Institutional Change, Jacob Pearce, Daniel Edwards Feb 2015

Collaborative Assessments Of Learning Outcomes: Generating Positive Institutional Change, Jacob Pearce, Daniel Edwards

Dr Jacob Pearce

Insight into the development of higher education assessment collaborations in two fields (medical education and engineering education) is presented. These collaborations aim to improve and share assessment and assessment practice in order to enhance educational outcomes of students. This model is efficient and effective, can be applied nationally or internationally, and can generate positive institutional change around the globe.


Assessing Vocational Competencies In Civil Engineering: Lessons From Ahelo For Future Practice, Jacob Pearce Jan 2015

Assessing Vocational Competencies In Civil Engineering: Lessons From Ahelo For Future Practice, Jacob Pearce

Dr Jacob Pearce

There has been much interest in the notion of vocational competencies of late. The pressing question, however, is how to measure vocational competencies. In order to contribute to this ‘how’, the results of the Civil Engineering strand of the recent Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study are discussed. The focus of the assessment instrument was explicitly on “above content” areas of the domain, and the assessment framework provides an example of a construct which articulates certain domain-specific competence components. This paper draws specific attention the Constructed Response Tasks (CRTs) in the instrument and discusses the results of ...


Scaling Procedures For Icils Test Items, Eveline Gebhardt, Wolfram Schulz Dec 2014

Scaling Procedures For Icils Test Items, Eveline Gebhardt, Wolfram Schulz

Dr Wolfram Schulz

This chapter describes the procedures used to analyze and scale the ICILS test items that were administered to measure students’ computer and information literacy (CIL).


Computer-Based Assessment Systems, Julian Fraillon, Ralph Carstens Dec 2014

Computer-Based Assessment Systems, Julian Fraillon, Ralph Carstens

Julian Fraillon

ICILS was the first IEA study to collect student achievement and questionnaire data on computer rather than on paper. This chapter describes the key aspects of the computerbased test delivery system used in ICILS. It also details some of the challenges of using computer-based systems to collect student data in a crossnational large-scale assessment such as ICILS.


Icils Test Development, Julian Fraillon Dec 2014

Icils Test Development, Julian Fraillon

Julian Fraillon

The ICILS assessment was developed over a 20-month period from April 2010 to December 2012. Most of this work was conducted by the international study center (ISC) at the Australian Council for Educational Research (ACER) in collaboration with national research coordinators (NRCs) and the project advisory committee (PAC). SoNET Systems conducted the software development for the test modules. This chapter provides a detailed description of the test development process and review procedures as well as the test design implemented for the ICILS field trial and main survey.


Stretching To Reach High Standards, Geoff Masters Dec 2014

Stretching To Reach High Standards, Geoff Masters

Prof Geoff Masters AO

In order to raise achievement, teachers need to stretch their students with tasks that are neither too easy nor difficult, according to Geoff Masters.


Getting To The Essence Of Assessment, Geoff Masters Oct 2014

Getting To The Essence Of Assessment, Geoff Masters

Prof Geoff Masters AO

Assessments in education can be made, interpreted and used in different ways, but all serve the same fundamental purpose, as Geoff Masters explains.


How Service-Learning In Spanish Speaks To The Crisis In The Humanities, Terri Carney Sep 2014

How Service-Learning In Spanish Speaks To The Crisis In The Humanities, Terri Carney

Terri M. Carney

Service-learning is a transformational pedagogy with timely application to the teaching and learning of foreign languages. In our current climate of assessment outcomes, language study and the humanities more generally tend to be devalued and rendered invisible by utilitarian models of evaluation. Incorporating service-learning courses and experiences into the foreign language classroom provides real- world immersion for students in their local linguistic and cultural communities, satisfies teachers’ desires to connect teaching and research to local community issues, and allows departments to meet institutional and educational goals. Indeed, service-learning points us to new definitions of old concepts—such as the role ...


Strategies To Assess Large Classes, Carol Kominski Sep 2014

Strategies To Assess Large Classes, Carol Kominski

Carol A Kominski

No abstract provided.