Educational Assessment, Evaluation, and Research Commons^™

Pisa 2022. Reporting Australia’S Results. Volume Ii: Student And School Characteristics, Lisa De Bortoli, Catherine Underwood, Tim Friedman, Eveline Gebhardt

OECD Programme for International Student Assessment (PISA) Australia

The Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to …

Pisa 2022: Reporting Australia’S Results. Volume Ii Student And School Characteristics: Data Tables [Excel] [Data Set], Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

The Zipped Excel file provides the data in tabular format that was used to prepare the figures presented in the report: PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics. The data covers the constructs reported in the report.

Gaml/Tcg Criteria For Use Of An Assessment To Report On Sdg 4.1.1, Kemran Mestan, Maurice Walker, Colin Watson

Monitoring Learning

The Global Alliance to Monitor Learning (GAML) is the working group of the Technical Cooperation Group on SDG 4 Indicators (TCG) that focuses on learning data and aims at improving learning outcomes by supporting national strategies for learning assessments and developing internationally comparable indicators and methodological tools to measure progress towards key targets of Sustainable Development Goal 4 (SDG 4). Indicator 4.1.1 is defined as the percentage of children and young people who have achieved a minimum proficiency level in (i) reading and (ii) mathematics during primary (Grade 2 or 3) and at the end of primary and lower secondary …

Equity And Equality In Learning In Asia-Pacific: What Do Results From Large-Scale Assessments Tell Us? Gender In Focus Policy Brief, Syeda Kashfee Ahmed, Anna Dabrowski, Jacqueline Cheng, Victoria Klimova, Isabella Mccallum

Global education monitoring

This policy brief investigates gender disparities in learning outcomes and the factors contributing to these disparities as identified in large-scale assessment data in Southeast Asia. It additionally provides a set of recommendations aimed at enhancing equitable student learning outcomes while advocating for comprehensive support of gender-based interventions within educational quality initiatives, spanning both systemic and school-level support. The findings presented in this brief are drawn from large-scale assessment (LSA) datasets and secondary analysis of these sources. For more detailed information regarding the large-scale assessments in Southeast Asia, please refer to the appendix section.

International Standard Setting Exercise, Australian Council For Educational Research (Acer)

Monitoring Learning

The GEM Centre provides technical support to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS), which has been mandated to monitor the progress of countries towards achieving the education goals of Sustainable Development Goal 4 (SDG 4). The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary …

Minimum Proficiency Levels Unpacked, Australian Council For Educational Research (Acer)

Monitoring Learning

This document draws together work from several initiatives to establish Minimum Proficiency Levels (MPLs) for reading and mathematics, for global use in pursuit of the Sustainable Development Goal in Education, SDG 4.1, with a specific focus on indicator 4.1.1. Three educational levels are referred to in this paper as ‘end of lower primary’, ‘end of primary’ and ‘end of lower secondary’. The MPLs are described and elaborated in four ways: nutshell statements; expanded statements; domains, constructs and descriptors; and sample items. A detailed account of the history and evolution of the Minimum Proficiency Levels is provided in Appendix A

Within And Between School Variation In Achievement On The Programme For International Student Assessment (Pisa) In Australia: Pisa Australia Technical Paper, John Ainley, Greg Macaskill, Sue Thomson

OECD Programme for International Student Assessment (PISA) Australia

Australian secondary school students vary widely in their academic achievement. Using the scores from the Programme for International Student Achievement (PISA) in 2018, for example, the range from the 5th to the 95th percentile of student reading scores in Australia was 359 points compared to the OECD average of 327 points (OECD, 2019a; Thomson et al., 2019). This considerable range in achievement scores has been described as reflecting a long tail in the distribution of achievement. In this paper, attention is focused on the variation in the achievement scores of 15-year-old students in Australia based on data from PISA 2018. …

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.

Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady

TIMSS 2019

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement …

Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady

TIMSS 2019

Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the …

Trends In International Mathematics And Science Study: Measuring And Making International Comparisons Of Student Achievement In Mathematics And Science, Australian Council For Educational Research

Assessment GEMS

Trends in International Mathematics and Science Study (TIMSS) is an ongoing, cyclical international study of student achievement in mathematics and science. It is directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures the mathematics and science performance of students and collects a wide array of contextual information about students, schools, curricula and educational policies and systems. In analysing and reporting on these performance and contextual data, IEA aims to assist participants to make informed decisions to improve mathematics and science teaching and learning. The target populations for TIMSS are students in the fourth grade and …

Timss 2015: Reporting Australia’S Results, Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

TIMSS 2015

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS 2015 represents the sixth such study since TIMSS was first conducted in 1995. Forty-nine education systems were tested at Year 4 level and 39 tested at Year 8 level. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries …

Timss 2015 Australian Year 4 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

TIMSS 2015

This dataset is available for download as a zipped file

SAS & SPSS

This is a data source for the report TIMSS 2015: Reporting Australia’s results.

Timss 2015 Australian Year 8 Data [Sas & Spss], Sue Thomson, Nicole Wernert, Elizabeth O'Grady, Sima Rodrigues

TIMSS 2015

Dataset is available for download as zipped file.

SAS and SPSS

This is a data source for the report TIMSS 2015: Reporting Australia’s results.

Monitoring Trends In Educational Growth: Assessment Framework For Afghanistan, Acer Centre For Global Education Monitoring (Acer-Gem)

Monitoring Trends in Educational Growth (MTEG)

The Monitoring Trends in Educational Growth (MTEG) program aims to achieve the breadth and rigour of large-scale international surveys while also addressing the unique needs and context of Afghanistan. The MTEG program will provide an ongoing measure of students’ educational progress at key stages of learning: middle primary school (Class 3), towards the end of primary school (Class 6), and towards the end of compulsory secondary schooling (Class 9). This MTEG assessment framework provides a statement and discussion about what the assessment intends to measure and lays out the principles upon which it has been built. It outlines an approach …

Pisa 2015 : A First Look At Australia’S Results Data Tables [Excel] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood

OECD Programme for International Student Assessment (PISA) Australia

The data tables for the report PISA 2015 : a first look at Australia's results (2016). This report provided a first look at the results from PISA 2015, and focused on the achievement results in scientific, reading and mathematical literacy.