Educational Assessment, Evaluation, and Research Commons^™

Learning Through Play At School Ukraine: Final Research Report, Rachel Parker, Amy Berry, Kellie Picker, David Jeffries, Prue Anderson, Oksana Zabolotna

Student learning processes

The Learning Through Play (LTP) at School Research Study Ukraine was a four-year 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 intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces …

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 …

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.

The Teaching And Learning International Survey 2018: Australian Non-Response Bias Analysis Report, Katherine Dix, Toby Carslake, Elizabeth O'Grady

OECD Teaching and Learning International Survey (TALIS)

This non-response bias analysis (NRBA) report was produced due to lower than expected response rates for Australian primary and secondary schools and teachers to the 2018 Teaching and Learning International Survey (TALIS) surveys. Analysis demonstrates that Australia’s International Standard Classification of Education (ISCED) 1 (primary) and 2 (secondary) respondents are representative of the broader school and teacher populations. At the school-level, there was no statistically significant bias across stratification variables between the ISCED 1 and 2 participating schools and original selected samples.

Southeast Asia Primary Learning Metrics (Sea-Plm) Assessment Framework, Australian Council For Educational Research (Acer), Southeast Asian Ministers Of Education Organization - Seameo, Unicef

Assessment and Reporting

This assessment framework for the South-East Asia Primary Learning Metric (SEA-PLM) assessment program outlines an approach to assessing mathematical literacy (Chapter 2), reading literacy (Chapter 3) and writing literacy (Chapter 4). It also puts forward a conceptual framework for the context questionnaires (Chapter 5). The orientation implied by these labels is intended to emphasise that the curriculum arrangements in participating countries, which are necessarily at the centre of a regional assessment program, have as a major purpose the preparation of young people to participate effectively as members of society in such a way that they can use what they have …

Translating Stem Education Research Into Practice, Christine Rosicka

Professional learning for teachers and school leaders

This translational research project from the Centre for Education Policy and Practice sought evidence-based practical applications, programs or interventions that can be implemented in the primary classroom to address STEM learning. A literature search for STEM education interventions in primary years was undertaken in order to identify integrated STEM programs that have had a proven impact on student outcomes. This paper outlines the scope and methodology of the review. It then considers the findings in terms of four key themes and translates them into short messages for teachers. The recent literature on STEM education was found to centre around four …

Assessing Young Children's Literacy And Mathematics Understandings, Collette Taylor, Joanne Mulligan, Maurice Walker, Prue Anderson, Marion Meiers

2009 - 2019 ACER Research Conferences

Current research indicates that young children are capable of developing mathematical concepts and reasoning much earlier than previously considered. Moderated by Professor Collette Tayler, this symposium on assessing young children's literacy and mathematics understandings is in three parts. Firstly the authors explore the Pattern and Structure Assessment (PASA). PASA is an early mathematical assessment interview which focuses on a range of concepts and processes and is linked with mathematical attainment in the ACER Progressive Achievement Tests in Maths (PATMaths). Secondly, the authors report on the piloting of an early-years technology-based tool called the Digital Early Reading and Mathematics Assessment (DERMA). …

Staff In Australia’S Schools 2013: Main Report On The Survey, Phillip Mckenzie, Paul R. Weldon, Glenn Rowley, Martin Murphy, Julie Mcmillan

School and system improvement

This report provides an overview of the results obtained from the Staff in Australia’s Schools (SiAS) 2013 survey commissioned by the Australian Government Department of Education and conducted by the Australian Council for Educational Research (ACER). The work was supported by an Advisory Committee of government and non-government school authorities and other stakeholder groups. The survey was intended to provide a detailed picture of the Australian teacher workforce, and to gather information to assist in future planning of the workforce. It was also designed to provide comparative and updated data following on from the previous SiAS surveys conducted in 2006-07 …

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 …

Primary Teacher Work Study Report, Jenny Wilkinson, Lawrence Ingvarson, Elizabeth Kleinhenz, Adrian Beavis

Teacher workforce and careers

This research was conducted by the Australian Council for Educational Research (ACER) in 2005. The study was a result of the New Zealand Primary Teachers Collective Agreement 2004-2007 which specified that a workload study be complete to consider how the work of a teacher could be better structured, resourced and organised to support more effective classroom teaching. The purpose of the study was to gain an understanding of the nature and patterns of primary teachers' work. The research was commissioned by the New Zealand Ministry of Education.

Learning With Personal Computers: Issues, Observations And Perspectives, Helga A.H. Rowe, Irene Brown, Isabel Lesman

Digital learning research

The empirical study discussed in this book was conducted in the Sunrise classrooms at Coombabah State School, Queensland in 1991-92, in which each student had their own laptop computer. Part I provides a theoretical framework for learning and teaching with computers. Part II deals with issues relating to the acquisition of computer literacy. Part III describes the empirical study conducted with 115 Year 6 and Year 7 students, and Part IV deals with issues relating to the professional development of teachers who teach students with computers and with the evaluation of computer software by teachers.