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Articles 1 - 6 of 6
Full-Text Articles in Education
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
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.
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Main Report, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Main Report, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters
Dr Ursula Schwantner
In order to understand the major impediments to student learning in the region, UNICEF Eastern and Southern Africa Regional Office commissioned this study to map and compare existing assessments of literacy and numeracy in primary education in the region, to examine how the data can be used to characterise children who are experiencing only limited learning outcomes to inform education policy, and to document practices that could help improve learning outcomes of disadvantaged children. The report concludes with a macro theory of change combining assessment, analysis and action. The research was jointly supported by ACER's Centre for Global Education Monitoring.
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Appendices, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Appendices, Tim Friedman, Ursula Schwantner, Jeaniene Spink, Naoko Tabata, Charlotte Waters
Dr Ursula Schwantner
These appendices comprises a collection of tables, figures, methodology and country case study notes to support the main report of this study: Improving Quality Education and Children’s Learning Outcomes and Effective Practices in the Eastern and Southern Africa Region : Main report.
Large-Scale Assessments In The Context Of Developing Countries, Ursula Schwantner
Large-Scale Assessments In The Context Of Developing Countries, Ursula Schwantner
Dr Ursula Schwantner
A new analysis of assessments around the world identifies how best to operate large-scale assessments in developing countries.
In Africa, Many Are In School But Not Learning, Ursula Schwantner
In Africa, Many Are In School But Not Learning, Ursula Schwantner
Dr Ursula Schwantner
ACER analysis for UNICEF examines the major impediments to children’s learning as a considerable proportion of students in Eastern and Southern African schools do not reach expected basic learning benchmarks in numeracy and literacy.
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Rwanda : Country Case Study, Ursula Schwantner
Improving Quality Education And Children’S Learning Outcomes And Effective Practices In The Eastern And Southern Africa Region : Rwanda : Country Case Study, Ursula Schwantner
Dr Ursula Schwantner
This case study of Rwanda provides an understanding of the specific practices implemented to measure and improve the literacy and numeracy learning outcomes of Rwandan primary school children in the long term. An important development regarding the quality standards and assurance programme of education in Rwanda is the 2011 introduction of Learning Achievement in Rwandan Schools (LARS). This case study outlines the main purposes and components of LARS, the main findings regarding effective strategies and factors from the LARS baseline report and the capacity building component of LARS.