Educational Assessment, Evaluation, and Research Commons^™

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

OECD Programme for International Student Assessment (PISA) Australia

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet the …

Comparison Of Piaac And Pisa Frameworks For Numeracy And Mathematical Literacy, Iddo Gal, David Tout

OECD Programme for International Student Assessment (PISA)

This paper describes key aspects of the frameworks for the assessment of adult numeracy and mathematical literacy in PIAAC and PISA, which are OECD two flagship programs for international comparative assessment of competencies. The paper examines commonalities and differences in how the constructs of adult numeracy and mathematical literacy were assessed in PIAAC and PISA, and sketches selected challenges associated with interpretation of results from these surveys.

Promoting Regional Education Services Integration: Apec University Associations Cross-Border Education Cooperation Workshop: Discussion Paper, Sarah Richardson, Ali Radloff

Higher education research

This discussion paper was prepared to inform the APEC workshop on Promoting Regional Education Services Integration: APEC University Associations Cross-Border Education Cooperation held in Kuala Lumpur from 20–22 May 2014. The workshop brings together university associations to support, pursue and work towards the achievement of the priorities outlined by APEC Economic Leaders. This includes the recognition of best practice in cross-border education (CBE), the identification of existing barriers to CBE, and an examination of ways to progress the priority areas identified. The paper highlights the key considerations for APEC economies in strengthening collaboration around CBE in the university sector and …

The Latin-American Laboratory For Assessment Of The Quality Of Education: Measuring And Comparing Educational Quality In Latin America (Superseded Version), Australian Council For Educational Research

Assessment GEMS

The Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (Latin-American Laboratory for Assessment of the Quality of Education or LLECE) is the network of national systems for the assessment of education quality in Latin America, created in 1994, and coordinated by UNESCO’s Regional Bureau for Education in Latin America and the Caribbean (OREALC). LLECE’s purpose is to produce data and knowledge that inform educational policy in the region, contribute to capacity building, and serve as a forum for reflection, exchange and generation of new ideas and good practices in education evaluation. LLECE assessments aim to provide information about …

Monitoring Trends In Educational Growth: A Partnership Service To Monitor The Educational Growth Of Students In The Early To Middle Years Of Schooling, Australian Council For Educational Research (Acer)

Monitoring Trends in Educational Growth (MTEG)

Monitoring Trends in Educational Growth (MTEG) offers a flexible, collaborative approach to developing and implementing an assessment of learning outcomes that yields high-quality, nationally relevant data. MTEG is a service that involves ACER staff working closely with each country to develop an assessment program that meets the country’s monitoring needs while being based as closely as possible on a set of defined design principles and quality standards.