Educational Assessment, Evaluation, and Research Commons^™

Learning Through Play At School: Ukraine, 2019-2024, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna

Student learning processes

The Learning Through Play at School Research Study Ukraine was a four-year longitudinal intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The study was implemented between 2019 and 2024, during COVID-19 and the full-scale invasion of Ukraine by Russian armed forces. Despite, at times, insurmountable challenges, the professional learning intervention was successful in supporting most teachers to progress from a surface level understanding of learning through play to a deep level. In addition, almost all children’s literacy and social-emotional skills grew significantly from start …

Pisa Capacity Needs Assessment: Ecuador, Ian Teo

OECD Programme for International Student Assessment (PISA)

This report presents detailed findings of a Capacity Needs Assessment (CNA) for Ecuador, carried out to gain information about Ecuador’s capacity assets and needs to implement the Programme for International Student Assessment (PISA) 2025 successfully. The capacity assets and needs are structured into three dimensions: the enabling environment, the organisational level, and the individual level. Questionnaires for each level are included.

Research Conference 2023: Becoming Lifelong Learners. Proceedings And Program, Kylie Burns (Ed.)

2021-2030 ACER Research Conferences

We know learning in the early years sets the foundations for people’s ongoing academic, cognitive and socio-emotional development. Education across those formative first 12 years is currently segmented, with children often starting fresh in new systems. How can each of us make learning in the early childhood and primary years more effective? Research Conference 2023 will examine research around how we can improve the continuity of learning from birth to 12 years. It will bring together leading international and Australian researchers to provide insights into the best ways to identify, conceptualise, develop and assess these new linkages for learning.

Assessment Of Children As Connected With And Contributing To Their World In Early Childhood Education And Care: Literature Review, Kate Noble, Jen Jackson, Pru Mitchell

Early Childhood Education

This literature review unpacks the concept of connection and contribution from the Victorian Early Years Learning and Development Framework (VEYLDF), which includes developing a sense of belonging to groups and communities, and an understanding of the reciprocal rights and responsibilities necessary for active civic participation; responding to diversity with respect; becoming aware of fairness; and becoming socially responsible and showing respect for the environment.

Assessment Of Children As Confident And Involved Learners In Early Childhood Education And Care: Literature Review, Dan Cloney, Jen Jackson, Pru Mitchell

Early Childhood Education

This literature review is one of a series of reviews to support Victorian early childhood professionals to assess children’s learning and development in relation to the five Learning and Development Outcomes in the Victorian Early Years Learning and Development Framework (VEYLDF). This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.

Designing Rubrics For Authentic Assessment, Kathryn Richardson, Anne-Marie Chase

Dr Anne-Marie Chase

This presentation looks at the steps in developing authentic rubrics, from determining the constructs that will be assessed; breaking down the constructs into a set of broad capabilities that need to be observed; transferring capabilities into indicative behaviours (indicators or criteria); and determining the different levels of proficiency.

Designing Rubrics For Authentic Assessment, Kathryn Richardson, Anne-Marie Chase

Teacher education

This presentation looks at the steps in developing authentic rubrics, from determining the constructs that will be assessed; breaking down the constructs into a set of broad capabilities that need to be observed; transferring capabilities into indicative behaviours (indicators or criteria); and determining the different levels of proficiency.

Iowa Agricultural Educators’ Current And Perceived Grading Practices, Jenny Ann Lichty, Michael S. Retallick

Journal of Research in Technical Careers

Literature on grading reveals that grading practices have not changed much since they were first introduced. However, with alternative approaches, such as standards-based grading, being introduced, it is important to look at how agricultural educators are using grades to evaluate student learning. The purpose of this study was to determine the grading practices of Iowa high school agricultural educators. The accessible population consisted of 236 high school agricultural educators. Findings were based on responses of 157 (69.8%) educators who responded to the study via an online questionnaire. These agricultural educators used a variety of learning approaches, and their beliefs aligned …

Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie

Clare Ozolins

The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards. The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …

Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie

Dr Phillip McKenzie (retired)

The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards.

The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …

Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie

Marion Meiers (1941-2018)

The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards. The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Stephanie Pace Marshall, Ph.D.

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Eric McLaren

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Glenn W. "Max" McGee

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Discovering And Developing Diverse Stem Talent: Enabling Academically Talented Urban Youth To Flourish, Stephanie Pace Marshall, Glenn W. "Max" Mcgee, Eric Mclaren, Catherine C. Veal

Publications & Research

The Growing Excellence Gap in K-12 Education, Plucker, Burroughs, and Song (2010) provided compelling evidence that "the presence of an excellence gap is demonstrated on both national and state assessments of student performance," with "economically disadvantaged, English Language Learners, and historically underprivileged minorities representing a smaller proportion of students scoring at the highest levels of achievement" (p. 28). Three "case stories" of students from IMSA illuminate some of the (a) challenges and opportunities inherent in igniting STEM talent in urban youth and ensuring their success; (b) principles for designing and creating learning experiences and environments that ignite and nurture the …

Master Teachers’ Critical Practice And Student Learning Strategies: A Case Study In An Urban School District, Greg G. Paulmann

Antioch University Full-Text Dissertations & Theses

Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education’s Teacher Advancement Program’s master teacher model as a conduit between theory and practice. A study of professional development design based on student learning strategies became worthy of review. The master teacher, through field testing and critical reflection, isolates critical elements necessary to transform teaching practice around student learning strategies. The work of the master teacher is situated as a leader of change within a professional learning community. …

Best Start 2008 : Kindergarten Literacy Assessment, Department Of Education And Training, Nsw : Data Analysis Report, June 2008, Marion O. Meiers, Siek Toon Khoo

Marion Meiers

Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie

School and system improvement

The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards.

The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …

Investigating The Links Between Teacher Professional Development And Student Learning Outcomes, Marion Meiers, Lawrence Ingvarson

Professional learning for teachers and school leaders

This report, in two volumes, describes an investigation of the links between teacher professional development and student learning outcomes. The study, funded by the Australian Government, provides a review of the research literature and of national and international initiatives linking professional development with student outcomes. It provides detailed case studies of the school-based trials of ten professional development programs in a number of different sites. It examines the repeated measures of student achievement from students in the classes of teachers in the school-based trials. Analysis and discussion of a common questionnaire completed by teachers in the school-based trials is provided. …

Workshop Manual: Implementing Developmental Assessment., Margaret Forster, Geoff N. Masters

Assessment Resource Kit

This workshop manual has been developed as a resource for curriculum coordinators in schools, staff in curriculum and assessment support roles in regional and central offices, and others interested in the professional development of teachers in the areas of assessment and reporting. The manual provides resources for a single workshop Implementing developmental assessment. It is part of the Assessment Resource Kit (ARK), a series of magazines on assessment and reporting issues and methods. Workshop contents: Implementing developmental assessment: workshop overview. Section 1: Progress maps Section 2: Assessment methods Section 3: Judging and recording Section 4: Estimating attainment Section 5: Reporting.

Paper And Pen: Assessment Resource Kit, Margaret Forster, Geoff N. Masters

Assessment Resource Kit

A common method of assessment is to present students with a series of questions or prompts and to use students' written responses as evidence of their levels of knowledge, competence, understanding or attitude. We refer to assessments of this kind as 'paper and pen ' assessments. This issue on paper and pen assessment in the Assessment Resource Kit (ARK) magazine series contains five articles: 1. What is paper and pen assessment? 2. A variety of answer formats; 3. Teacher designed paper and pen assessments; 4. Professionally developed tests; 5. Designing paper and pen assessments.

Portfolios: Assessment Resource Kit, Margaret Forster, Geoff N. Masters

Assessment Resource Kit

Portfolios are sources of evidence for judgements of student achievement in a range of contexts, from classroom monitoring of student performance to high-stakes summative assessment. All portfolios, whatever their purpose, contain 'pieces of evidence'. The more relevant the evidence, the more useful it is for inferring a student's level of achievement in a learning area. This issue on portfolios in the Assessment Resource Kit (ARK) magazine series contains five articles: 1. Different portfolios for different purposes; 2. Working portfolios; 3. Documentary portfolios; 4. Show portfolios; 5. Designing portfolio assessments.

Developmental Assessment: Assessment Resource Kit, Geoff N. Masters, Margaret Forster

Assessment Resource Kit

Developmental assessment is the process of monitoring a student's progress through an area of learning so that decisions can be made about the best ways to facilitate further learning. Developmental assessment uses a progress map or continuum that describes the nature of development or progress or growth in an area of learning and so provides a frame of reference for monitoring individual development. Progress is monitored in much the same way as a child's physical growth is monitored: from time to time an estimate is made of a student's location on a developmental continuum, and changes in location provide measures …

Progress Maps: Assessment Resource Kit, Geoff N. Masters, Margaret Forster

Assessment Resource Kit

A progress map describes the nature of development in an area of learning and so provides a frame of reference for monitoring individual growth. An essential feature of a progress map is that it describes and illustrates developing competence. This issue in the Assessment Resource Kit (ARK) magazine series discusses how to construct a progress map and check against student achievement for revision of progress, elaborating, and refining descriptions of typical progress through an area of learning, and setting benchmarks. It comprises five articles on different aspects progress maps: 1. What is a progress map; 2. Drafting a progress map; …

Performances: Assessment Resource Kit, Margaret Forster, Geoff N. Masters

Assessment Resource Kit

The assessment of some kinds of learning requires the observation of student performances. Examples include playing a musical instrument, dancing, using scientific apparatus, operating equipment, performing gymnastics routines, diving, problem-solving in a group, applying ball-handling skills, and participating in small group discussions. 'Performance assessment' is the assessment of students as they engage in an activity. It is the on-the-spot evaluation of performance, behaviour or interaction. This issue on the assessment of performances in the Assessment Resource Kit (ARK) magazine series contains five articles: 1. What is performance assessment? 2. Informal classroom observations; 3. Classroom performance assessment 'events'; 4. When comparability …

Projects: Assessment Resource Kit, Margaret Forster, Geoff N. Masters

Assessment Resource Kit

Projects are extended pieces of work completed over a period of time. They are investigations which involve the collection, organisation, evaluation, and presentation of material or data. Projects are usually completed by individuals or small groups of students with the teacher acting as supervisor. This issue of the Assessment Resource Kit (ARK) magazine series is intended to give teachers a deeper understanding of how to assess student projects. Topics covered in the five articles include: what is project assessment, ways of assessing the process of project work, ways of assessing the end products of project work, comparing student projects and …

A Sense Of Direction In Criterion-Referenced Assessment, Geoff Masters, John Evans

Prof Geoff Masters AO

This paper describes some experimental work undertaken by the authors with teachers in a number of Australian schools to provide criterion-referenced assessments of student achievement. In these investigations we work closely with individual teachers using assessment materials developed within each school. We analyze students' performances on these materials, provide teachers with computergenerated reports, and assist teachers to use these reports to monitor the progress of their students and to diagnose individual strengths and weaknesses.