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Full-Text Articles in Educational Assessment, Evaluation, and Research
Developing A Learning Progression For Teachers To Support Effective Thinking And Self-Regulation, Hannah Campos Remon, Adam Kuss
Developing A Learning Progression For Teachers To Support Effective Thinking And Self-Regulation, Hannah Campos Remon, Adam Kuss
2021-2030 ACER Research Conferences
Brisbane Grammar School has undertaken four years of systematic research to develop a learning progression to support teachers in the development of their students’ capacity for learning, including self-regulation. The learning progression offers a comprehensive, learning-focused tool for teachers to consider how their students are developing as learners over time. Whilst it is not intended to be prescriptive or exhaustive, or to produce a grade for ‘learning’, it offers a purposeful sampling of important components of effective thinking.
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment Of General Capabilities: Skills For The 21st-Century Learner. Final Report, Claire Scoular, Dara Ramalingam, Daniel Duckworth, Jonathan Heard
Assessment and Reporting
This report describes a project of the Centre for Assessment Reform and Innovation (CARI) at the Australian Council for Educational Research (ACER) to develop an approach for teaching and assessing general capabilities, also known as 21st century skills, in the classroom. The report is divided into two parts. Part one presents an overview of ACER’s approach to skills development. This approach is underpinned by the identification of three evident needs: to understand development, to monitor growth, and to ensure alignment across curriculum, assessment, and pedagogy. Part Two outlines how the approach is applied in the context of assessment. An assessment …
Critical Thinking: Skill Development Framework, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Critical Thinking: Skill Development Framework, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Assessment and Reporting
The ACER critical thinking framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, which are outlined in the first part of this document, few provide a means to operationalise critical thinking in the classroom. This framework outlines critical thinking processes along prescribed strands and aspects informed by a sound evidentiary basis. The aspects contained within the framework are designed to provide foci for teaching and the basis of assessment. This paper is divided into three parts. Part 1 explores the development of critical thinking as an …
Student Self-Assessment: Boon Or Bane?, Ashtamurthy Killimangalam
Student Self-Assessment: Boon Or Bane?, Ashtamurthy Killimangalam
Teacher India
Student self-assessment can help to improve learning outcomes, but only if used as a formative exercise, as Ashtamurthy Killimangalam explains.
Critical Thinking: Definition And Structure, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Critical Thinking: Definition And Structure, Jonathan Heard, Claire Scoular, Daniel Duckworth, Dara Ramalingam, Ian Teo
Assessment and Reporting
The development of critical thinking as an essential skill in 21st century learning is uncontested within educational and professional settings. The degree to which it is operationally defined, taught and assessed, however, remain at large. This incongruence complicates efforts to develop critical thinking in students, as well as devise intervention techniques and assessment tools. This framework has been developed to address the challenges associated with teaching and assessing critical thinking. While there are many definitions of the skill, as outlined in the first part of this document, few definitions provide a means to operationalise critical thinking in the classroom. …
Supporting Examination Reform In Nepal, Mee Young Han
Supporting Examination Reform In Nepal, Mee Young Han
Teacher India
ACER is helping to ensure that school assessment in Nepal focuses on testing higher-order thinking skills.
Key Skills For The 21st Century: An Evidence-Based Review, Esther Doecke, Quentin Maire
Key Skills For The 21st Century: An Evidence-Based Review, Esther Doecke, Quentin Maire
2009 - 2019 ACER Research Conferences
It is vital that education systems deliver quality outcomes for all young people and prepare them well for their future in the economy and society. To do so, many systems have traditionally had a strong focus on developing academic skills, particularly in literacy and numeracy. In recent years, education systems have developed greater expectations that schools will also equip young people with a broader set of skills for the 21st century (e.g. creativity, critical thinking, problem-solving). This paper addresses these developments and the challenges they present. Building on an evidence-based review, this paper asks what are the key skills required …
Teaching And Assessing The General Capabilities In A Secondary School Context, Loren Clarke, Melissa Hughes
Teaching And Assessing The General Capabilities In A Secondary School Context, Loren Clarke, Melissa Hughes
2009 - 2019 ACER Research Conferences
Education researchers, policymakers and private enterprise agree that, in addition to content knowledge, students in the 21st century need to acquire particular skills to equip them for active citizenship in the modern world. This is a real challenge for teachers today: how do they teach and assess the skills needed to live and work in the 21st century? This paper will explore the development of Eltham High School’s focus on teaching and assessment of collaboration, problem-solving, and critical thinking over the past seven years. It will explore the development of the assessment program, its connection to the school and state …
Infographic: Teaching Practices – Cognitive Activation, Jo Earp
Infographic: Teaching Practices – Cognitive Activation, Jo Earp
Teacher infographics
In the latest cycle of the OECD’s Teaching and Learning International Survey (TALIS 2018), participants were asked about their use of a range of teaching practices. Today’s infographic looks at the results for practices associated with cognitive activation.
Inquiry-Based Learning: Assessing Students' Science Inquiry Skills, Abha Bhagat
Inquiry-Based Learning: Assessing Students' Science Inquiry Skills, Abha Bhagat
Teacher India
Inquiry-based approaches to teaching yield substantial benefits to students, but assessment of students' science inquiry skills indicate more emphasis is needed on the development of inquiry-based teaching and learning in the classroom.