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Full-Text Articles in Educational Assessment, Evaluation, and Research
Pisa In Brief 2022: Student Performance And Equity In Education, Lisa De Bortoli, Catherine Underwood, Sue Thomson
Pisa In Brief 2022: Student Performance And Equity In Education, Lisa De Bortoli, Catherine Underwood, Sue Thomson
OECD Programme for International Student Assessment (PISA) Australia
The Programme for International Student Assessment (PISA) is an assessment that measures the knowledge and skills of 15-year-old students, an age at which they have nearly completed compulsory schooling. PISA assesses young adults’ ability to apply their knowledge and skills to real-life problems and situations rather than how well they have learned a specific curriculum. This PISA in Brief report provides a summary of student performance in the PISA 2022 assessment and tells us about their capacity to apply knowledge and skills in the domains of reading, mathematical, and scientific literacy.
Pisa 2022. Reporting Australia’S Results. Volume I: Student Performance And Equity In Education, Lisa De Bortoli, Catherine Underwood, Sue Thomson
Pisa 2022. Reporting Australia’S Results. Volume I: Student Performance And Equity In Education, Lisa De Bortoli, Catherine Underwood, Sue Thomson
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 3 core domains of reading literacy, mathematical literacy, and scientific literacy. The assessment focuses on young people’s ability to apply their knowledge and skills to real-world problems and situations. The term ‘literacy’ reflects a focus on broader skills. As a concept, literacy is more than simply being able to read and write. Eighty-one countries or economies, involving around 690,000 students, participated in PISA 2022. In Australia, 743 schools and a total of 13,437 …
The National Student Assessment 2022 In Bangladesh. Key Findings & Learnings, Directorate Of Primary Education Bangladesh
The National Student Assessment 2022 In Bangladesh. Key Findings & Learnings, Directorate Of Primary Education Bangladesh
Assessment and Reporting
This fact sheet highlights the key findings of the National Student Assessment (NSA) 2022, a sample-based assessment in Bangladesh, covering 3,357,233 students in grade 3 and 3,604,586 students in grade 5. The NSA project is a partnership of the Monitoring and Evaluation Division. Directorate of Primary Education. Ministry of Primary and Mass Education, UNICEF, UKAID and Australian Council for Educational Research (India) as technical agency.
The National Student Assessment 2022 In Bangladesh. Grades 3 And 5, Directorate Of Primary Education Bangladesh
The National Student Assessment 2022 In Bangladesh. Grades 3 And 5, Directorate Of Primary Education Bangladesh
Assessment and Reporting
The National Student Assessment (NSA) 2022 was a sample-based assessment in Bangladesh, measuring the learning levels of Bangladeshi students in Bangla and Mathematics covering 3,357,233 students in grade 3 and 3,604,586 students in grade 5. It was the seventh round of the national assessments in primary education in Bangladesh, conducted after five years and the most comprehensive national-level learning assessment after the global COVID-19 pandemic. The sampling method at school level was multistage stratified probability proportional to size method, and at student level was equal probability systematic random sampling derived from Annual Primary School Census (APSC) 2021 database.The report outlines …
Mid-Term Evaluation Report (Final): Global Education Monitoring (Gem) Centre Phase 3, Valerie Haugen
Mid-Term Evaluation Report (Final): Global Education Monitoring (Gem) Centre Phase 3, Valerie Haugen
Monitoring Learning
This report provides findings and recommendations from the external mid-term evaluation of Phase 3 of the Global Education Monitoring (GEM Centre) - a long-term partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). The goal of the GEM Centre is to improve learning, by ensuring that education policies, practices and investments are influenced by high-quality evidence. The aim of the mid-term evaluation was to enable reflection on the long-term partnership through the GEM Centre. The findings highlight the successes and achievements of the GEM Centre over the past decade, …
Analysis Of Early Childhood Education And Learning Outcomes In The Pacific, Dan Cloney, Yung Nietschke, Jeffery Marshall
Analysis Of Early Childhood Education And Learning Outcomes In The Pacific, Dan Cloney, Yung Nietschke, Jeffery Marshall
Early Childhood Education
There is strong evidence supporting early childhood education (ECE) programmes as an effective way to support children to have the best start in life, especially for the most disadvantaged children. When high‐quality programmes are established – where quality is assured, and barriers to participation eliminated – large positive effects are observed that are sustained into adulthood. Indeed, substantial positive returns on public investment in ECE programmes are reported. When low‐quality programmes are taken to scale in the market, however, smaller effects or no effects are observed. This is attributed to failure to get quality right. And when quality is too …
International Standard Setting Exercise, Australian Council For Educational Research (Acer)
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)
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
Acer Models Of Writing: Changing The Assessment Mindset, Juliette Mendelovits, Judy Nixon
Acer Models Of Writing: Changing The Assessment Mindset, Juliette Mendelovits, Judy Nixon
2021-2030 ACER Research Conferences
This presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints …
Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Gem Centre: Completion Report For Phase 2 Funding, 2017–2020, Australian Council For Educational Research
Monitoring Learning
In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term …
Using Assessment Data To Improve Equity: How Teachers Use Insights From The Scottish National Standardised Assessments, Sarah Richardson, Sladana Krstic
Using Assessment Data To Improve Equity: How Teachers Use Insights From The Scottish National Standardised Assessments, Sarah Richardson, Sladana Krstic
2021-2030 ACER Research Conferences
Evidence-based decision-making is regarded as an important indicator of quality in schools around the world. Using data gathered from assessments, in conjunction with other insights, can help school leaders and teachers better meet the needs of learners. In schools that cater to disadvantaged learners, using data to design targeted interventions plays an important role in improving equity. In this paper we report on a study with five schools in Scotland. All schools had learner cohorts characterised by multiple layers of disadvantage. Informed by the theoretical underpinnings of sensemaking theory, we investigated how teachers and school leaders used data from the …
The Southeast Asia Primary Learning Metrics Program, Australian Council For Educational Research
The Southeast Asia Primary Learning Metrics Program, Australian Council For Educational Research
Assessment GEMS
The Southeast Asia Primary Learning Metrics Program (SEA-PLM) is a regional assessment of Grade 5 students in six Southeast Asian countries. SEA-PLM was initiated in 2012 by the Southeast Asian Ministers of Education Association (SEAMEO) and the United Nations Children’s Fund (UNICEF). The first main cycle of SEA-PLM was implemented in 2019, with future cycles intended. All member countries of SEAMEO can choose to participate in SEA-PLM. The first six participating countries were: Cambodia, Lao PDR, Malaysia, Myanmar, Philippines and Viet Nam. SEA-PLM measures curricula and cross-curricula knowledge, skills and understanding in the domains of mathematics, reading, writing and global …
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Enhancing The National Assessment System To Improve Learning Outcomes In Bhutan: Case Study 2020-2021, Anu Radha Sharma, Anannya Chakraborty, Arjun Kumar Gurung
Assessment and Reporting
To measure the efficacy of school sector interventions, Bhutan Council for School Examinations and Assessment (BCSEA) partnered with Australian Council for Educational Research (India) to strengthen its National Education Assessment (NEA) for obtaining evidence on learning, monitoring the progress of learning outcomes, understanding associations between context and achievement, and differences in achievement between groups. Eventually, the assessment reform will support measuring learning at the key stages of grades 3, 6, and 9. This case study report presents an overview of this project.
Improving Learning: Reconsidering Student Assessment Globally, Amit Kaushik
Improving Learning: Reconsidering Student Assessment Globally, Amit Kaushik
Assessment and Reporting
Learning assessment plays a critical role in helping to improve learning under different conditions and in varying situations, as an integral part not just of the teaching–learning process, but also of the larger policy environment. While the objective of each type of assessment may differ, its fundamental purpose remains that of helping to determine progress made by each learner in their individual learning path so as to be able to guide and support further development (Masters 2013). Most importantly, utilizing the data emerging from an assessment is critical to its success. The effort of undertaking an assessment is lost when …
Trends In International Mathematics And Science Study: Measuring And Making International Comparisons Of Student Achievement In Mathematics And Science, Australian Council For Educational Research
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 …
International Computer And Information Literacy Study, Australian Council For Educational Research
International Computer And Information Literacy Study, Australian Council For Educational Research
Assessment GEMS
The International Computer and Information Literacy Study (ICILS) measures international differences in students’ computer and information literacy and computational thinking. It is commissioned by the International Association for the Evaluation of Educational Achievement (IEA). ICILS aims to answer the question – how well are students prepared for study, work, and life in a digital world? It investigates students’ ability to use computers to investigate, create and communicate information to participate at home, school, the workplace and the community . Additionally, ICILS investigates to what extent, and how, computer technologies are used by students and teachers, along with their associated attitudes. …
Progress In International Reading Literacy Study: Measuring And Making International Comparisons Of Student Achievement In Reading, Australian Council For Educational Research
Progress In International Reading Literacy Study: Measuring And Making International Comparisons Of Student Achievement In Reading, Australian Council For Educational Research
Assessment GEMS
Progress in International Reading Literacy Study (PIRLS) is an ongoing, cyclical international study of student achievement in reading. It is directed by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures the reading comprehension performance of students and collects a wide array of contextual information about students, schools, curricula and educational policies and systems. PIRLS is designed to inform educational practice and policy by providing an international perspective of teaching and learning in reading literacy.
Infographic: Pisa 2018 – Australian Trends And Comparison, Jo Earp
Infographic: Pisa 2018 – Australian Trends And Comparison, Jo Earp
Teacher infographics
Results from the OECD's 2018 Programme for International Student Assessment (PISA) have been released. The data show Australian student performance is in long-term decline. This infographic looks at Australia’s PISA performance over time, and how the 2018 results compare internationally.
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
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 are nearing the end of their compulsory schooling in most participating educational systems, are prepared to use the knowledge and skills in particular areas to meet real-life opportunities and challenges. The term literacy is attached to the assessment domains of reading, mathematics and science to reflect the focus on these broader skills and as a concept it is used in a much …
Pisa 2018 In Brief I. Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 In Brief I. Student Performance, Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This document provides a summary of student performance in the Programme for International Student Assessment (PISA) 2018 assessment and tells us about their capacities to apply knowledge and skills in the domains of reading, mathematical, and scientific literacy. In 2018, 79 countries and economies including Australia participated in PISA. The focus of this report is Australia’s performance results in an international context. It covers Australia’s performance over time, results for the Australian states and territories, school sectors, female and male students, the geographic location of schools, socioeconomic background, Indigenous background, immigrant background and language spoken at home.
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance: Data Tables [Excel] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018: Reporting Australia’S Results. Volume I Student Performance: Data Tables [Excel] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This zipped excel file is the data behind the figures and tables in the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance. They cover Australian student performance in reading literacy, reading literacy subscales, mathematical literacy and reading literacy.
The Southeast Asia Primary Learning Metrics Program: Thinking Globally In A Regional Context, Unicef, Southeast Asian Ministers Of Education Organization (Seameo)
The Southeast Asia Primary Learning Metrics Program: Thinking Globally In A Regional Context, Unicef, Southeast Asian Ministers Of Education Organization (Seameo)
Assessment and Reporting
The Southeast Asia Primary Learning Metrics (SEA-PLM) program is a regional assessment that aims to set a common approach to assessing the learning outcomes of students at Grade 5. As an alternative to international large-scale assessments and national assessments, SEA-PLM has developed a set of assessment and survey instruments for the Southeast Asian region. Designed to be a system-level monitoring tool of educational quality and equity, SEA-PLM covers four domains: mathematics, reading, writing and global citizenship. The assessment also includes questionnaires that gather important contextual information from students, parents, teachers and school principals. A key feature of the SEA-PLM assessment …
Digital Literacy: Myths And Realities, Julian Fraillon
Digital Literacy: Myths And Realities, Julian Fraillon
2009 - 2019 ACER Research Conferences
Digital literacy, under a wide variety of names, is routinely classified as a 21st-century skill and is frequently reported as an area of high priority in school education systems internationally. In comparison with students in other countries, Australian students have high levels of access to digital technologies both at and outside of school. With this access comes the expectations that students will be highly-proficient users of digital technologies and that schools will use digital technologies in transformative ways to support student learning. This session will examine how concepts of digital literacy have developed over time, what data from large-scale assessments …
Pisa 2018 Australia School Questionnaire Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 Australia School Questionnaire Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This dataset (SPSS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance.
Pisa 2018 Australia School Questionnaire Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 Australia School Questionnaire Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance.
Pisa 2018 Australia Student And Achievement Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 Australia Student And Achievement Data [Sas] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This dataset (SAS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance.
Pisa 2018 Australia Student And Achievement Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
Pisa 2018 Australia Student And Achievement Data [Spss] [Data Set], Sue Thomson, Lisa De Bortoli, Catherine Underwood, Marina Schmid
OECD Programme for International Student Assessment (PISA) Australia
This dataset (SPSS zipped) is a data source for the report: PISA 2018: Reporting Australia’s Results. Volume I Student Performance.
Pacific Islands Literacy & Numeracy Assessment 2018 Regional Report, Pacific Community Educational Quality And Assessment Programme
Pacific Islands Literacy & Numeracy Assessment 2018 Regional Report, Pacific Community Educational Quality And Assessment Programme
Assessment and Reporting
The Pacific Islands Literacy and Numeracy Assessment (PILNA) was developed by SPC’s Educational Quality & Assessment Programme (EQAP) to provide a snapshot of how Pacific youth are faring in the skills essential to progress through school and life - reading, writing, numbers, operations, measurements and data. The 2018 assessment is the third to be conducted since 2012, and covers Year 4 and Year 6 students from across 15 Pacific Island countries: Cook Islands, Federated States of Micronesia, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Palau, Papua New Guinea, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu and Vanuatu. Findings include growth in both …
Integrating The Findings From The National Assessment Of Student Achievement Into The Policy Process: An Experience From Nepal, Lekha Nath Poudel, Gopal Prasad Bhattarai
Integrating The Findings From The National Assessment Of Student Achievement Into The Policy Process: An Experience From Nepal, Lekha Nath Poudel, Gopal Prasad Bhattarai
Assessment and Reporting
This paper presents the experiences from Nepal on how the findings from the National Assessment of Student Achievement (NASA) have been integrated into policy processes. The purpose of this brief paper is twofold: to give an overview of the process of the National Assessment of Student Achievement, and to describe how the results were disseminated to different stakeholders to incorporate the findings into the design of policy processes. In doing so, the case study highlights how the assessment findings have been used to design and implement policies and programs in education.
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.