Education Commons^™

Timss 2015 : A First Look At Australia's Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

Elizabeth O'Grady

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It is designed, broadly, to align with the mathematics and science curricula in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; and to enable this, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. …

Iea International Civic And Citizenship Education Study 2016 Assessment Framework, Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti

Julian Fraillon

The purpose of the International Civic and Citizenship Education Study (ICCS) is to investigate the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21th century. ICCS 2016 is a continuation of this study, which was initiated in 2009. The development of a framework for ICCS 2016 needed to take account of recent developments and ongoing challenges. The international project team identified areas related to civics and citizenship education, which had either gained more attention in recent years or were regarded as relevant, but which …

Timss 2015 : A First Look At Australia's Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

Nicole Wernert

The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. It is designed, broadly, to align with the mathematics and science curricula in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. It also provides comparative perspectives on trends in achievement in the context of different education systems, school organisational approaches and instructional practices; and to enable this, TIMSS collects a rich array of background data from students, schools and teachers, and also collects data about the education systems themselves. …

Welcome Remarks And Keynote, Claudio Grossman, Laurel Terry

Claudio M. Grossman

Opening Remarks

• Dean Claudio Grossman, American University Washington College of Law

Setting the Stage: Globalization and the Legal Profession

• Laurel Terry, Harvey A. Feldman Distinguished Faculty Scholar and Professor of Law, Penn State Dickinson School of Law

Population Definitions For Comparative Surveys In Education, Martin Murphy

Dr Martin Murphy

This paper provides an overview of population definitions for large-scale comparative educational surveys. It has been prepared to help inform the development of a population definition and sampling framework that will be used in the British Council Global English research project. This paper examines a number of large-scale surveys including the Trends in International Mathematics and Science Study (TIMSS), which is conducted by the International Association for the Evaluation of Educational Achievement (IEA), as well as the Programme for International Student Assessment (PISA), and the Assessment of Higher Education Learning Outcomes (AHELO), both of which the Organisation for Economic Co-operation …

Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs

Dr Kate Reid

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …

Investing In Teachers, Adeola Capel, Hilary Hollingsworth, Elizabeth Kleinhenz, Alison Lonsdale, Yung Nietschke, Rachel Parker, Kate Reid, Jeaniene Spink, Mollie Tobin, Mary Fearnley-Sander, Jacinta Overs

Dr Hilary Hollingsworth

This evaluation compares evidence from the literature with Australia’s experience in supporting teacher development in a range of developing countries. It uses case studies to good effect in explaining choices made, the extent to which expectations were or were not met, and the lessons for future Australian assistance for teacher development. The evaluation found mixed results. In cooperation with governments and other donors, Australia has made positive contributions, such as improving teacher frameworks and curriculums, and training teachers through a range of interventions. However, there is room to improve—for example, in enhancing policy, strengthening analysis and negotiating new investments—so teacher …

Measuring The Impact Of Citizen-Led Assessments For Improving The Quality Of Education, Mollie Tobin, Petra Lietz

Dr Petra Lietz

Effective communication and advocacy activities are essential components in initiating change in education practices and policies. ACER, through the Global Education Monitoring (GEM) Centre provided support to OMAES (Oeuvre Malienne d’Aide à l’Enfance du Sahel), a non-governmental organisation in Mali, for the development of an internal monitoring and evaluation system for the Beekunko assessment in Mali. Bεεkunko is a household-based assessment of children’s learning outcomes in literacy and numeracy for children in Mali whether currently attending school or not, and who are six to 14 years of age. OMAES’ primary aim through Bεεkunko is to motivate stakeholders at various levels …

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 …

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Zimbabwe : Country Case Study, Elizabeth Cassity

Dr Elizabeth Cassity

This case study of Zimbabwe provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Zimbabwean primary school children in the long term. It explores emerging trends from the 2014 Zimbabwe Early Learning Assessment (ZELA) in student learning outcomes and the provision of textbooks and teaching materials procured through the Education Development Fund (EDF). It also reviews the multiyear programme of an intensive capacity-building partnership with the Zimbabwe School Examinations Council (ZIMSEC) and the Australian Council for Educational Research (ACER). The capacity-building programme supports the longterm sustainability of ZELA through system …

Research Into The Financing Of Technical And Vocational Education And Training (Tvet) In The Pacific : Solomon Islands : Country Report, Andrea Bateman, Elizabeth Cassity, Judy Fangalasuu

Dr Elizabeth Cassity

This report provides a detailed analysis of the financing of Technical and Vocational Education and Training (TVET) in Solomon Islands. The report forms part of the study Research into the Financing of TVET in the Pacific initiated through Australia’s aid program in 2012. The study aims to produce, in conjunction with host country governments and TVET stakeholders, a comprehensive empirical analysis of the systems for financing TVET in seven Pacific countries (Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga and Vanuatu), identify key financing issues, and identify directions through which future financing for TVET could be made more efficient …

Pacific, Elizabeth Cassity

Dr Elizabeth Cassity

ACER is working with Ministries of Education in the Pacific to develop institutional capacity to deliver comprehensive assessment systems at the national and school levels, as Elizabeth Cassity reports.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Zimbabwe : Country Case Study, Elizabeth Cassity

Jeaniene Spink

This case study of Zimbabwe provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Zimbabwean primary school children in the long term. It explores emerging trends from the 2014 Zimbabwe Early Learning Assessment (ZELA) in student learning outcomes and the provision of textbooks and teaching materials procured through the Education Development Fund (EDF). It also reviews the multiyear programme of an intensive capacity-building partnership with the Zimbabwe School Examinations Council (ZIMSEC) and the Australian Council for Educational Research (ACER). The capacity-building programme supports the longterm sustainability of ZELA through system …

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Rwanda : Country Case Study, Ursula Schwantner

Jeaniene Spink

This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Main Report, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters

Jeaniene Spink

In order to understand the major impediments to student learning in the region, UNICEF Eastern and Southern Africa Regional Office commissioned this study to map and compare existing assessments of literacy and numeracy in primary education in the region, to examine how the data can be used to characterise children who are experiencing only limited learning outcomes to inform education policy, and to document practices that could help improve learning outcomes of disadvantaged children. The report concludes with a macro theory of change combining assessment, analysis and action. The research was jointly supported by ACER's Centre for Global Education Monitoring.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Appendices, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters

Jeaniene Spink

These appendices comprises a collection of tables, figures, methodology and country case study notes to support the main report of this study: Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Main report.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Main Report, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters

Dr Tim Friedman

In order to understand the major impediments to student learning in the region, UNICEF Eastern and Southern Africa Regional Office commissioned this study to map and compare existing assessments of literacy and numeracy in primary education in the region, to examine how the data can be used to characterise children who are experiencing only limited learning outcomes to inform education policy, and to document practices that could help improve learning outcomes of disadvantaged children. The report concludes with a macro theory of change combining assessment, analysis and action. The research was jointly supported by ACER's Centre for Global Education Monitoring.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Appendices, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters

Dr Tim Friedman

These appendices comprises a collection of tables, figures, methodology and country case study notes to support the main report of this study: Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Main report.

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Zimbabwe : Country Case Study, Elizabeth Cassity

Dr Tim Friedman

This case study of Zimbabwe provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Zimbabwean primary school children in the long term. It explores emerging trends from the 2014 Zimbabwe Early Learning Assessment (ZELA) in student learning outcomes and the provision of textbooks and teaching materials procured through the Education Development Fund (EDF). It also reviews the multiyear programme of an intensive capacity-building partnership with the Zimbabwe School Examinations Council (ZIMSEC) and the Australian Council for Educational Research (ACER). The capacity-building programme supports the longterm sustainability of ZELA through system …

Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Rwanda : Country Case Study, Ursula Schwantner

Dr Tim Friedman

This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.

Building Assessment Capability In South East Asia, Jeaniene Spink

Jeaniene Spink

A new primary years assessment will help teachers, curriculum designers and policymakers to better measure the learning achievement of students in South East Asia. Jeaniene Spink reports.

Measuring Learning : Why We Need To Learn Together, Jeaniene Spink

Jeaniene Spink

One of the keys to increasing the quality and comparability of learning measures is cooperation within the international community to develop common benchmarks to measure learning outcomes, argues Jeaniene Spink.

Building Assessment Capability In South East Asia, Jeaniene Spink

Jeaniene Spink

A new primary years assessment will help teachers, curriculum designers and policymakers to better measure the learning achievement of students in South East Asia. Jeaniene Spink reports.

Measuring Learning : Why We Need To Learn Together, Jeaniene Spink

Jeaniene Spink

One of the keys to increasing the quality and comparability of learning measures is cooperation within the international community to develop common benchmarks to measure learning outcomes, argues Jeaniene Spink.

Southeast Asia Primary Learning Metrics (Sea-Plm) : Global Citizenship Domain Assessment Framework, Rachel Parker, Julian Fraillon

Julian Fraillon

This assessment framework forms part of the Southeast Asia Primary Learning Metrics (SEAPLM) assessment program and outlines an approach to assessing global citizenship. The purpose of this assessment framework is to articulate the basic structure of the global citizenship domain as part of SEA-PLM. It provides a description of the constructs to be measured. It also outlines the design and content of the measurement instruments and describes how measures generated by those instruments relate to the constructs. It combines theory and practice to describe “both the ‘what’ and the ‘how’” (Jago, 2009, p. 1) of the SEA-PLM assessment of global …

Southeast Asia Primary Learning Metrics (Sea-Plm) : Global Citizenship Domain Assessment Framework, Rachel Parker, Julian Fraillon

Rachel Parker

This assessment framework forms part of the Southeast Asia Primary Learning Metrics (SEAPLM) assessment program and outlines an approach to assessing global citizenship. The purpose of this assessment framework is to articulate the basic structure of the global citizenship domain as part of SEA-PLM. It provides a description of the constructs to be measured. It also outlines the design and content of the measurement instruments and describes how measures generated by those instruments relate to the constructs. It combines theory and practice to describe “both the ‘what’ and the ‘how’” (Jago, 2009, p. 1) of the SEA-PLM assessment of global …

Southeast Asia Primary Learning Metrics (Sea-Plm) : Global Citizenship Domain Assessment Framework, Rachel Parker, Julian Fraillon

Rachel Parker

This assessment framework forms part of the Southeast Asia Primary Learning Metrics (SEAPLM) assessment program and outlines an approach to assessing global citizenship. The purpose of this assessment framework is to articulate the basic structure of the global citizenship domain as part of SEA-PLM. It provides a description of the constructs to be measured. It also outlines the design and content of the measurement instruments and describes how measures generated by those instruments relate to the constructs. It combines theory and practice to describe “both the ‘what’ and the ‘how’” (Jago, 2009, p. 1) of the SEA-PLM assessment of global …

Supporting Leadership Preparation In Indonesia, Kathryn Moyle

Professor Kathryn Moyle (consultant)

Kathryn Moyle reports on an evaluation of a professional learning program for aspiring school principals in Indonesia.

Familiar Strangers: International Students In The U.S. Composition Course, Elena Lawrick, Fatima Esseili

Fatima Esseili

This chapter presents selected findings from our study of a well-established ESL writing program at a U.S. university with a large population of international undergraduate students. The study was conducted in all 13 writing sections. The instruments included demographic data from university registrars; one instructor survey, administered at the end of the semester; and two student surveys, one administered at the beginning of the semester and one at the end. The instructor survey response rate was 100% (13 teachers); the student survey response rates were 82.5% (161 students) and 88% (171 students), respectively.

The reported findings inform five areas: an …

Teaching In Northwestern China Under A Market Economy: Opportunities And Challenges, Gulbahar H. Beckett

Gulbahar Beckett

This article discusses a case study that explored the impacts of a market economy on some Northwestern Chinese teachers’ working and living conditions as well as opportunities and challenges the new economy presented from teachers’ perspectives. Analysis of surveys, interviews, and documents revealed that the participants believed they had benefited from the market economy, citing pay raises as well as improved working and living conditions. Participants thought opportunities under the market economy included additional earnings as well as improved national and international professional development. However, the participants found the shift from the traditional teacher-centered pedagogy to a more student-centered approach …