Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 4 of 4
Full-Text Articles in Education
Evidence-Informed Early Language And Literacy Practice: Implementation Of A New Formative Assessment For Early Language And Literacy Development, Sarah Groom, Mary-Ruth Mendel, Eric Brace, Philippa Pryor
Evidence-Informed Early Language And Literacy Practice: Implementation Of A New Formative Assessment For Early Language And Literacy Development, Sarah Groom, Mary-Ruth Mendel, Eric Brace, Philippa Pryor
2021-2030 ACER Research Conferences
With one in five Australian children starting school developmentally vulnerable, there is a need in this critical period for visibility over children’s oral language and early literacy development. The Australian Literacy and Numeracy Foundation (ALNF) partnered with a Northern Territory primary school to implement the Early Language and Literacy Development Index (ELLDI), a newly-created valid and reliable assessment which places children on a progression scale for oral language and early literacy development and provides meaningful, accessible recommendations for educational practice. Twenty-three children in the school’s transition cohort were measured using the ELLDI at the beginning and end of the school …
Sharing And Securing Learners' Performance Standards Across Schools, Richard Kimbell
Sharing And Securing Learners' Performance Standards Across Schools, Richard Kimbell
2021-2030 ACER Research Conferences
Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to …
An Innovative Method For Teachers To Formatively Assess Writing Online, Dr Sandy Heldsinger, Stephen Humphry
An Innovative Method For Teachers To Formatively Assess Writing Online, Dr Sandy Heldsinger, Stephen Humphry
2021-2030 ACER Research Conferences
Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of …
Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)
Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)
2021-2030 ACER Research Conferences
The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.