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Articles 1 - 5 of 5
Full-Text Articles in Education
Using Large-Scale Assessments Of Students' Learning To Inform Education Policy: Insights From The Asia-Pacific Region, Mollie Tobin, Petra Lietz, Dita Nugroho, Ramya Vivekanandan, Tserennadmid Nyamkhuu
Using Large-Scale Assessments Of Students' Learning To Inform Education Policy: Insights From The Asia-Pacific Region, Mollie Tobin, Petra Lietz, Dita Nugroho, Ramya Vivekanandan, Tserennadmid Nyamkhuu
Dr Petra Lietz
Not much is known about the ways in which assessment data have actually been used in education policy to date. Understanding the role of assessments in informing system-level decision-making is a first step towards helping stakeholders improve the design and usefulness of assessments. Moreover, this understanding can help to further discussions about how assessment data can best be used to inform policy and practice and to evaluate the effectiveness of policy reforms. This paper presents results from a systematic review of 68 studies that examined the link between participation in large-scale assessment programs of students’ learning and education policy in …
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
Assessment Standards, ‘Intentional Alignment’, And Dialogic Inquiry, Claire Wyatt-Smith
2009 - 2019 ACER Research Conferences
Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence …
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
Training Together: State Policy And Collective Participation In Early Educator Professional Development, Anne Douglass, Alice Carter, Frank Smith, Sherri Killins
New England Journal of Public Policy
This study used one state’s early care and education work-force registry and professional development attendance data to examine early educator patterns of professional development participation and the extent of collective participation. The article presents the concept of collective participation in professional development, discusses its potential benefits, and highlights the utility of statewide digital tracking of early educators’ patterns of professional development for informing policy. Results show that collective participation is uncommon in early education and care but can be increased through professional development policy decisions. The article concludes with implications for research and policy.
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
Interview With Andreas Schleicher, Padraig O'Malley, Andreas Schleicher
Padraig O'Malley
This interview took place on March 17, 2014, in Washington, DC, with Andreas Schleicher, Director of Education and Skills, and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD). Schleicher is responsible for the Directorate of Education and Skills’ research, analysis, and publication of the Program for International Student Assessment (PISA), the OECD Survey of Adult Skills (PIAAC), the OECD Teaching and Learning International Survey (TALIS), and the development and analysis of benchmarks on the performance of education systems. The OECD reports on PISA, PIAAC, and TALIS were released between December 3, …
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
The National Commission On Education Excellence And Equity: Hypotheses About Movement Building, Christopher Edley Jr.
Christopher Edley
In 2013, the congressionally chartered national Commission on Education Equity and Excellence issued unanimous recommendations for P–12 policy changes at the federal, state, and local levels. This remarkably broad consensus, with unusual pragmatism and concreteness, is comprehensive in its scope and predominantly research based. As a clarion call and reform strategy, the commission report, For Each and Every Child, is a successor to A Nation at Risk (1983); the commission’s grand if not grandiose intention was to provide a framework for the next decade or more of nationwide policy struggle. This article, after briefly summarizing the recommendations, focuses on how …