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Full-Text Articles in Education
Reporting Student Progress: What Might It Look Like?, Hilary Hollingsworth, Jonathan Heard, Anthony Hockey, Tegan Knuckey
Reporting Student Progress: What Might It Look Like?, Hilary Hollingsworth, Jonathan Heard, Anthony Hockey, Tegan Knuckey
2021-2030 ACER Research Conferences
The Communicating Student Learning Progress review produced by ACER in 2019 set out recommendations for schools and systems to improve the way schools report on student learning, in particular learning progress. Two case study schools from Victoria – a Catholic primary school and government secondary school – discuss changes they’ve made to their student reporting processes, in response to the review’s recommendations. Further research is recommended into how schools are rethinking reporting to engage students and parents in monitoring learning growth.
How Might We Identify And Measure Learning Progression In History?, Louise Zarmati
How Might We Identify And Measure Learning Progression In History?, Louise Zarmati
2021-2030 ACER Research Conferences
In this session, Dr Zarmati will share her research on efforts to map and describe progress in the learning area of History.
Learning progression is a continuum that measures advances in learning by tracking development from early learning to more sophisticated levels of mastery. Mathematics relies on an understanding of empirical knowledge and concepts in a hierarchical sequence; students need to understand (or master) one mathematical concept before they can proceed to the next. In comparison, progress of understanding in history is not necessarily hierarchical because it is based on mastery of concepts and skills rather than historical knowledge, which …
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
Using Measures Of Quality To Improve The Learning Outcomes Of All Children, Dan Cloney
2009 - 2019 ACER Research Conferences
There is compelling evidence that high-quality early childhood education and care (ECEC) programs can act to narrow achievement gaps attributed to social inequality. This evidence is typically observed in model programs, designed by experts and offered to vulnerable families outside the market. In everyday settings, where market forces may price families out of certain programs or poor local availability may preclude attendance, ECEC programs do not appear to deliver these significant gains or close these gaps. There is a need to continually improve quality in all ECEC settings to deliver on the potential of early education. It is unclear, however, …