Educational Assessment, Evaluation, and Research Commons^™

The Science Behind The Art Of Teaching: Evaluation As Inspiration, Michele Bruniges Am

2009 - 2019 ACER Research Conferences

Teachers across Australia inspire students to love learning. Our best teachers are constantly evaluating their impact on learning outcomes and adapting their practice – balancing the art and science of teaching. As we move rapidly towards the third decade of the 21st century, there is more pressure than ever for all teachers to deliver both deep discipline knowledge and the skills students need to survive and thrive in the workplace of the future. We need to use technology and data to support teachers to maximise learning outcomes for their students. This has to be done in a way that helps …

Growth To Achievement: On-Demand Resources For Teachers, Christine Cawsey Am, John Hattie, Geoff N. Masters Ao

Monitoring Learning

A central finding of the Review to Achieve Educational Excellence in Australian Schools (the Excellence Review) was that learning progressions can help teachers tailor their teaching to support students’ achievement through continuous learning growth. Aligned, online and on-demand assessments, combined with professional learning and resources, will aid the use and interpretation of learning progressions in order to maximise the learning growth and attainment of every student every year. The Commonwealth Minister for Education and Training has established an expert reference panel to shape a shared vision for this important work and provide advice on how to take it forward. The …

Learning Progressions In Acer's Work, Charlotte Waters

Monitoring Learning

This document has been developed to provide background to ACER’s learning progressions; to explain the terminology that is being used in this work; and to describe how learning progressions are being incorporated into various aspects of ACER’s work.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Gayl O'Connor

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Claire Scoular

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Professor Ray Adams

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Ursula Schwantner

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Dr Dan Cloney

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Learning Progressions As An Inclusive Solution To Global Education Monitoring, Ray J. Adams, Jen Jackson, Ross Turner

Monitoring Learning

The Sustainable Development Goals (SDGs) mark a welcome shift in global discussion of education, because now we are talking not only about getting children into school, but also about making sure that they are learning. At the same time, the SDGs introduce a new layer of complexity, because we need to define what quality education means in a way that is meaningful across international contexts.

This short paper describes how the development of global learning progressions provides an innovative solution, to balance the need for flexibility and consistency in global monitoring of learning.

Development Of Reporting Scales For Reading And Mathematics: A Report Describing The Process For Building The Uis Reporting Scales, Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Monitoring Learning

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

A Framework For Evaluating Learning Progressions On Features Related To Their Intended Uses, Jennifer L. Kobrin, Sarah Larson, Ashley Cromwell, Patricia Garza

Journal of Educational Research and Practice

In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP’s most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that …