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2015

Selected Works

Assessment

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Full-Text Articles in Education

“Assessing Big History Outcomes: Or, How To Make Assessment Inspiring.”, Mojgan Behmand Dec 2015

“Assessing Big History Outcomes: Or, How To Make Assessment Inspiring.”, Mojgan Behmand

Mojgan Behmand

"Without a doubt, a collaborative process increases commitment to a program and its assessment. In the case of Big History, the vast interplay among disciplines made working as a collective the most sensible approach." ~ Chapter excerpt


Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick Dec 2015

Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick

William A. Henk

This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback ...


Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick Dec 2015

Measuring The Reader Self-Perceptions Of Adolescents: Introducing The Rsps2, Bill Henk, Barbara A. Marinak, Steven A. Melnick

William A. Henk

This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback ...


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.


Year Four Of The Qep: So Close Yet So Far, Kelly Whealan George, Aaron D. Clevenger Nov 2015

Year Four Of The Qep: So Close Yet So Far, Kelly Whealan George, Aaron D. Clevenger

Aaron D. Clevenger

Report on the progress at Embry-Riddle of developing collaboration between three campuses to achieve the five-year QEP goal. Discusses methods used to promote undergraduate research presents solutions to continued communication.


Examining Digital Innovation In K-12 Schools: Variances Related To Identified School Typologies, Savilla Banister, Rachel Reinhart Nov 2015

Examining Digital Innovation In K-12 Schools: Variances Related To Identified School Typologies, Savilla Banister, Rachel Reinhart

Savilla I Banister

The challenges facing the United States in educating its youth have been widely documented. The dropout rate in the past decades has been staggering, with students of color and in lower socio-economic circumstances posting an even higher rate. However, educators are now beginning to embrace the promise of ubiquitous digital technologies in the classroom. This study examines the practice of adopting mobile devices in K-12 environments in a geographic region of the Midwestern United States. Typologies of the participating school districts (N=96) are used to drill down to patterns of mobile technology integration, online/blended learning opportunities and other ...


Designing A Learning Module Within A Dynamic Assessment Tool, Gayl O'Connor Oct 2015

Designing A Learning Module Within A Dynamic Assessment Tool, Gayl O'Connor

Gayl O'Connor

This Work-in-progress report describes the conceptualization and design of a learning module within a dynamic assessment and learning research tool. The prototype module aims to provide learning opportunities and support as students aged 14 to 16 investigate the relationship between kinetic and potential energy, and the principle of conservation of energy. The six related tasks in the module will also provide opportunities for students to explore scenarios and develop science process (inquiry) skills, specifically the control of, and relationship between, experimental variables. In order to gain insight into the learning taking place, appropriate tasks were designed according to a blue-print ...


Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker Sep 2015

Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker

Maurice Walker

No abstract provided.


Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge Aug 2015

Session J: Assessment In Interactive Learning Environments, Michael Timms, Jason Lodge

Dr Michael J Timms

There is an increasing interest in using digital technologies to create interactive learning environments (ILEs) that both teach and assess student skills that are hard or impossible to assess using ‘static’ items such as traditional, multiple-choice questions. These interactive learning environments try to do two things simultaneously: firstly, to monitor the learning of the student in real time, providing feedback to help the student progress through the learning task; and secondly, to use the information gathered during the learning to make judgements about where the student is in learning of the topic. Essentially, ILEs draw upon the same source of ...


Learning Assessments: Designing The Future, Geoff N. Masters Aug 2015

Learning Assessments: Designing The Future, Geoff N. Masters

Prof Geoff Masters AO

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER ...


Describing State Level Mathematical Growth Using The Student Growth Percentile (Sgp) Methodology, Darin C. Kelberlau Aug 2015

Describing State Level Mathematical Growth Using The Student Growth Percentile (Sgp) Methodology, Darin C. Kelberlau

Darin C Kelberlau

The purpose of this study was to describe growth in student mathematics performance at the student and group levels as measured by the statewide mathematics test in Nebraska. Student groupings analyzed for differences in growth patterns were cohorts (elementary and middle school aged students), growth categories, grade levels, gender, ethnicity, students receiving special education (SPED) services, students receiving support services due to English not being their native language (ELL). Building differences were defined by average number of students per grade level (size), levels of student performance, levels of students receiving SPED services, and levels of students receiving ELL services. The ...


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 ...


Adapting The Mcmaster-Ottawa Scale And Developing Behavioral Anchors For Assessing Performance In An Interprofessional Team Observed Structured Clinical Encounter, Désirée Lie, Win May, Regina Richter-Lagha, Christopher Forest, Yvonne Banzali, Kevin Lohenry May 2015

Adapting The Mcmaster-Ottawa Scale And Developing Behavioral Anchors For Assessing Performance In An Interprofessional Team Observed Structured Clinical Encounter, Désirée Lie, Win May, Regina Richter-Lagha, Christopher Forest, Yvonne Banzali, Kevin Lohenry

Christopher Forest

Background: Current scales for interprofessional team performance do not provide adequate behavioral anchors for performance evaluation. The Team Observed Structured Clinical Encounter (TOSCE) provides an opportunity to adapt and develop an existing scale for this purpose. We aimed to test the feasibility of using a retooled scale to rate performance in a standardized patient encounter and to assess faculty ability to accurately rate both individual students and teams.
Methods: The 9-point McMaster-Ottawa Scale developed for a TOSCE was converted to a 3-point scale with behavioral anchors. Students from four professions were trained a priori to perform in teams of four ...


Building Support For The Introductory Oral Communication Course: Strategies For Widespread And Enduring Support On Campus, Jon A. Hess May 2015

Building Support For The Introductory Oral Communication Course: Strategies For Widespread And Enduring Support On Campus, Jon A. Hess

Jonathan A. Hess

A strong introductory course is important for many communication departments, for the discipline, and for meeting our obligation to society. This paper utilizes the example of a recent curricular reform that threatened to eliminate a required oral communication course to reflect on strategies departments can use to build widespread and lasting support for the course. The paper reviews the events that led to the challenge and details the department’s response, which offers lessons that may be useful for other institutions. Four lessons include: * Tailoring the introductory course to the institution’s needs and mission * Involvement in university work * Making ...


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.


Developing Research And Scholarship At Aku-Ied: Possibilities And Challenges, Anjum Halai Apr 2015

Developing Research And Scholarship At Aku-Ied: Possibilities And Challenges, Anjum Halai

Anjum Halai

No abstract provided.


Planning Impact Research: Issues And Dilemmas, Anjum Halai Apr 2015

Planning Impact Research: Issues And Dilemmas, Anjum Halai

Anjum Halai

No abstract provided.


Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney Apr 2015

Overcoming A Common Storm: Designing Professional Development For Teachers Implementing The Common Core, Jonathan Bostic, Gabriel T. Matney

Gabriel T. Matney

Classroom implementation of the Common Core State Standards for Mathematics (CCSSM) requires significant professional development that develops teachers’ understanding of the mathematics content and practice standards. This professional development must begin with the content and pedagogical needs of the teachers it serves. This study examined elementary and middle school teachers’ perceived mathematics content needs related to the CCSSM mathematics content domains, their perceived pedagogical needs, and the connection between these perceptions and statewide assessment data. K-5 teachers indicated a great need in Operations and Algebraic Thinking and Numbers and Operations on Fractions. Middle school teachers expressed a major need in ...


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.