Education Commons^™

Learning Progressions In Acer's Work, Charlotte Waters

Monitoring Learning

This document has been developed to provide background to ACER’s learning progressions; to explain the terminology that is being used in this work; and to describe how learning progressions are being incorporated into various aspects of ACER’s work.

The Unesco Institute For Statistics Reporting Scales: Concept Note, Australian Council For Educational Research (Acer)

Monitoring Learning

Measurement of learning achievement is essential to monitor how well education systems are delivering on the promise of universal quality education. This promise is reflected in the United Nations Sustainable Development Goal (SDG) Number 4 (Target 4.1): By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Goal 4 can only be meaningful if there is a shared global understanding of quality education, and relevant and effective learning. The various indicators associated with SDG Target 4.1 attempt to translate its key constructs into measurable outcomes against …

Learning Progressions As An Inclusive Solution To Global Education Monitoring, Ray J. Adams, Jen Jackson, Ross Turner

Monitoring Learning

The Sustainable Development Goals (SDGs) mark a welcome shift in global discussion of education, because now we are talking not only about getting children into school, but also about making sure that they are learning. At the same time, the SDGs introduce a new layer of complexity, because we need to define what quality education means in a way that is meaningful across international contexts.

This short paper describes how the development of global learning progressions provides an innovative solution, to balance the need for flexibility and consistency in global monitoring of learning.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Monitoring Learning

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.