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Articles 1 - 4 of 4
Full-Text Articles in Educational Assessment, Evaluation, and Research
The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao
The Role Of Evidence In Teaching And Learning, Geoff N. Masters Ao
2009 - 2019 ACER Research Conferences
Highly-effective teaching requires evidence-informed decision making at crucial points in the teaching process. First, effective teachers use quality evidence to establish the points individual learners have reached in their learning. This enables teachers to identify starting points for further teaching and learning and to ensure that each student is given learning opportunities at an appropriate level of challenge. In contrast, much teaching instead assumes all students will be appropriately challenged by common year-level curricula. The process of establishing and understanding where students are in their learning often requires detailed diagnostic evidence of individual misunderstandings and obstacles to learning progress. Second, …
From Access To Quality: Improving Learning Outcomes In South Asia, Amit Kaushik
From Access To Quality: Improving Learning Outcomes In South Asia, Amit Kaushik
International Developments
ACER India is working with partners across South Asia to ensure inclusive and quality education for all. Amit Kaushik reports on progress.
Implementing Large-Scale Education Assessments, Geoff N. Masters
Implementing Large-Scale Education Assessments, Geoff N. Masters
International Developments
ACER is helping education researchers, policymakers and practitioners understand the issues related to the inception, design, implementation and reporting of large-scale education assessments, as Geoff Masters explains.
The Unesco Institute For Statistics Reporting Scales: Concept Note, Australian Council For Educational Research (Acer)
The Unesco Institute For Statistics Reporting Scales: Concept Note, Australian Council For Educational Research (Acer)
Monitoring Learning
Measurement of learning achievement is essential to monitor how well education systems are delivering on the promise of universal quality education. This promise is reflected in the United Nations Sustainable Development Goal (SDG) Number 4 (Target 4.1): By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Goal 4 can only be meaningful if there is a shared global understanding of quality education, and relevant and effective learning. The various indicators associated with SDG Target 4.1 attempt to translate its key constructs into measurable outcomes against …