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Articles 1 - 15 of 15
Full-Text Articles in Educational Assessment, Evaluation, and Research
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Online Training On Formative Assessment For Early Language, Literacy, And Numeracy (Elln) In The Philippines: Final Report, Rti International
Teacher education
This report describes findings and lessons learned from an online teacher training course in the Philippines. "Becoming a Learning Detective" is a 5-day online course that focuses on the design and use of formative assessment to improve literacy and numeracy outcomes in Kindergarten to Grade 3 (K–3) classrooms. The emphasis is on classroom-based assessment strategies that are embedded within daily teaching and learning experiences, involving an active partnership between teacher and students. The course brings together asynchronous and synchronous elements, as well as whole group, small group, and individual learning experiences. The course was implemented for the first time among …
Australian 15-Year-Old Students Living In An Integrated World, Lisa De Bortoli, Catherine Underwood, Sarah Richardson
Australian 15-Year-Old Students Living In An Integrated World, Lisa De Bortoli, Catherine Underwood, Sarah Richardson
OECD Programme for International Student Assessment (PISA) Australia
Global competence is defined in the Programme for International Student Assessment (PISA) as a multidimensional capacity that encompasses the ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development (OECD, 2020). This report focuses on aspects of the global competence module in the PISA 2018 Student Questionnaire and the School Questionnaire. It examines aspects of data collected from student and principal self-reports from the Australian perspective. This report focuses on the similarities between …
Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Monitoring Learning
In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term …
Remote Education Responses To Covid-19 In The Indo-Pacific Region. Document Review, Anna Dabrowski, Yung Nietschke
Remote Education Responses To Covid-19 In The Indo-Pacific Region. Document Review, Anna Dabrowski, Yung Nietschke
International Education Research
Many countries have shifted to remote learning during the COVID-19 pandemic. However, much of the existing research focuses on fully online learning in high income contexts, with very few studies considering the mechanisms that support remote learning in low- and middle-income countries. A document review of the grey literature provides some insights into the ways that countries outside the OECD are ensuring continuity in the supply of education services. Online education, International education, Teaching effectiveness, Organisational effectivenessThe review reveals a diversity of mechanisms have been used to provide educational access. In some contexts, existing online content has been provided free, …
Teaching And Learning International Survey, Australian Council For Educational Research
Teaching And Learning International Survey, Australian Council For Educational Research
Assessment GEMS
The Teaching and Learning International Survey (TALIS) gathers data about school teaching environments from teachers and school leaders, in close to 50 countries in its most recent cycle. TALIS is a tool to assist educational reformers to improve the quality of teaching. TALIS data is based on the opinions, perceptions, beliefs and accounts of teachers and school leaders, as reported by them in a self-completion questionnaire. This publication, presents an overview of TALIS and covers its origins and context, purpose, measurement objectives, background information collection, target population and sampling methodology, assessment administration, reporting and dissemination and influence.
The Southeast Asia Primary Learning Metrics Program, Australian Council For Educational Research
The Southeast Asia Primary Learning Metrics Program, Australian Council For Educational Research
Assessment GEMS
The Southeast Asia Primary Learning Metrics Program (SEA-PLM) is a regional assessment of Grade 5 students in six Southeast Asian countries. SEA-PLM was initiated in 2012 by the Southeast Asian Ministers of Education Association (SEAMEO) and the United Nations Children’s Fund (UNICEF). The first main cycle of SEA-PLM was implemented in 2019, with future cycles intended. All member countries of SEAMEO can choose to participate in SEA-PLM. The first six participating countries were: Cambodia, Lao PDR, Malaysia, Myanmar, Philippines and Viet Nam. SEA-PLM measures curricula and cross-curricula knowledge, skills and understanding in the domains of mathematics, reading, writing and global …
Citizen-Led Assessments: A Model For Evidence-Based Advocacy And Action To Improve Learning, Suman Bhattacharjea, Sehar Saeed, Rajib Timalsina, Syeed Ahamed
Citizen-Led Assessments: A Model For Evidence-Based Advocacy And Action To Improve Learning, Suman Bhattacharjea, Sehar Saeed, Rajib Timalsina, Syeed Ahamed
Assessment and Reporting
Designed as household-based assessments, citizen-led assessments (CLAs) are implemented by local organizations who assess children in their homes, thus reaching the most marginalized children, families, and communities, often in remote areas. CLAs add an essential piece of information for truly monitoring progress and help realistically represent the learning levels of all children – at national, regional, and global levels. By using simple tools and easy-to-understand reports, CLAs engage parents and community members in discussions about learning and help foster understanding of the importance of ensuring quality education through civil action. In this publication, members from organizations conducting CLAs in India, …
Timss 2019 Australia. Volume Ii: School And Classroom Contexts For Learning, Sue Thomson, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O'Grady, Marina Schmid
Timss 2019 Australia. Volume Ii: School And Classroom Contexts For Learning, Sue Thomson, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O'Grady, Marina Schmid
TIMSS 2019
This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, …
Reflections On The Development Of The Iea Civic And Citizenship Education Studies, Wolfram Schulz
Reflections On The Development Of The Iea Civic And Citizenship Education Studies, Wolfram Schulz
Civics and Citizenship Assessment
This chapter discusses the content, design, and methods of the three IEA studies of civic and citizenship education. It focuses on the changes made between each of these studies and the contexts for this learning area. The IEA Civic Education Study (CIVED) in 1999 was developed soon after the transition to democracy in many participating countries; threats to civil society in the early 2000s such as terrorism influenced the International Civic and Citizenship Education Study (ICCS) in 2009. The design of ICCS in 2016 responded to the increasing importance of social media in civic engagement, the growth in awareness of …
Pisa 2018: Australia In Focus Number 1: Academic Resilience Among Australian Students, Sue Thomson
Pisa 2018: Australia In Focus Number 1: Academic Resilience Among Australian Students, Sue Thomson
OECD Programme for International Student Assessment (PISA) Australia
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike …
Timss 2019 Australian Year 4 And Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
Timss 2019 Australian Year 4 And Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
TIMSS 2019
This is a data source for the report TIMSS 2019 Australia. Volume I: Student performance. This dataset is available for download as a zipped file https://research.acer.edu.au/context/timss_2019/article/1002/type/native/viewcontent.
Flexible Strategies For Ensuring Quality Learning Outcomes In Education In Emergencies, Pina Tarricone, Ian Teo, Kemran Mestan, Kris Sundarsagar, Ashtamurthy Killimangalam, Nordin Abd Razak
Flexible Strategies For Ensuring Quality Learning Outcomes In Education In Emergencies, Pina Tarricone, Ian Teo, Kemran Mestan, Kris Sundarsagar, Ashtamurthy Killimangalam, Nordin Abd Razak
International Education Research
The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning …
Gem Centre: Pathways To Impact, Australian Council For Educational Research
Gem Centre: Pathways To Impact, Australian Council For Educational Research
Global education monitoring
The Global Education Monitoring (GEM) Centre is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). While supporting education monitoring initiatives around the world, the GEM Centre has a strategic focus on improving learning in the Indo-Pacific region and provides technical support to enable monitoring of progress towards United Nations Sustainable Development Goal (SDG) 4 by 2030.
Australia: Pisa Australia—Excellence And Equity?, Sue Thomson
Australia: Pisa Australia—Excellence And Equity?, Sue Thomson
OECD Programme for International Student Assessment (PISA) Australia
Australia’s education system reflects its history of federalism. State and territory governments are responsible for administering education within their jurisdiction and across the sector comprising government (public), Catholic systemic and other independent schooling systems. They collaborate on education policy with the federal government. Over the past two decades the federal government has taken a greater role in funding across the education sector, and as a result of this involvement and the priorities of federal governments of the day, Australia now has one of the highest rates of non-government schooling in the OECD. Funding equity across the sectors has become a …
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Assessment and Reporting
To measure the efficacy of school sector interventions, Bhutan Council for School Examinations and Assessment (BCSEA) partnered with Australian Council for Educational Research (India) to strengthen its National Education Assessment (NEA) for obtaining evidence on learning, monitoring the progress of learning outcomes, understanding associations between context and achievement, and differences in achievement between groups. Eventually, the assessment reform will support measuring learning at the key stages of grades 3, 6, and 9. This case study report presents an overview of this project.