Educational Assessment, Evaluation, and Research Commons^™

Assess And Assist: Capacity Building For All Teachers Of Students – With And Without Learning Difficulties, Ken Rowe

Student learning processes

Following a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging findings from evidence-based research and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress – whether or not students experience learning difficulties. The monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed scales (or ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute major …

Improving Consistency In Teacher Judgements : An Investigation For The Department Of Education, Victoria, Marion Meiers, Clare Ozolins, Phillip Mckenzie

School and system improvement

The Australian Council for Educational Research (ACER) was commissioned by the Department of Education in Victoria to undertake an investigation of current best-practice approaches to ensuring consistency of teacher judgements against P-10 state-wide standards.

The investigation encompassed national and international approaches that had been implemented or were under development. A key objective of the investigation was that the approaches identified should be based on current information, research and best practice, and that they should be supportive of the continued development of a learning and assessment culture in Victorian schools. The report of the investigation was required to provide key baseline …

Perceptions Of The International Baccalaureate Diploma Programme Among Australian And New Zealand Universities, Hamish Coates, Marita Macmahon-Ball, Chris Rosicka

Higher education research

The number of secondary students completing an International Baccalaureate (IB) Diploma has risen rapidly in recent years, and the IB is playing an increasing role in preparing people for university study. The International Baccalaureate Organisation (IBO) is interested in universities' perceptions of the IB as a preparation for undergraduate study, and engaged the Australian Council for Educational Research (ACER) to research this area of higher education. The aim of the study was to investigate university representatives' perceptions of the IB Diploma. A key aspect of the research was to determine what university representatives knew about the IB Diploma, and whether …

Completing University : Characteristics And Outcomes Of Completing And Non Completing Students, Gary Marks

LSAY Research Reports

This report examines the factors that influence course completion by young Australians who commence university. It also documents the labour market outcomes of those who enrol at a university but who leave before obtaining a qualification. University education involves substantial public and private resources. It is important, therefore, to better understand the factors associated with course completion, and whether even a partial experience of university study may be beneficial in opening up other pathways. The report analyses data from the Longitudinal Surveys of Australian Youth (LSAY) program to address these questions. The data are from a sample of young people …

Conceptualising And Evaluating Teacher Quality: Substantive And Methodological Issues, Lawrence Ingvarson, Ken Rowe

Student learning processes

Whereas findings from recent research highlight the importance of teacher quality in improving students’ academic performances and experiences of schooling, substantive and methodological issues surrounding the conceptualisation and evaluation of teacher quality are not well- understood. Such deficiencies are particularly evident in claims for ‘findings’ derived from econometric research – especially from those studies that merely employ conceptualisations and proxy ‘measures’ of quality in terms of teachers’ qualifications, experience, and students’ academic outcomes. Moreover, the econometric models fitted to the available, mostly aggregated data, typically fail to conceptualise and ‘measure’ teacher quality in terms of what teachers should know (subject-matter …

Take Me To Your Leader: Leadership And The Future, Elizabeth Leo

2007 - The Leadership Challenge - Improving learning in schools

Students need to leave school with dreams for the future, high aspirations and goals for themselves and society; young men and women who will contribute to active citizenship, community renewal and economic regeneration. Schools are critical in realising this mission. The majority of our schools have talented leaders and teachers with the vision, energy and passion to create a sustainable future for their students and their communities. However, it is more difficult for school leaders serving disadvantaged communities to succeed, not only in improving learning and attainment, but in sustaining these. Contemporary research on human motivation and learning is enabling …

The Leadership Challenge : Improving Learning In Schools (Conference Proceedings), Australian Council For Educational Research (Acer)

2007 - The Leadership Challenge - Improving learning in schools

This conference addressed key issues related to building leadership in schools that makes a difference to student learning outcomes. It provided news about the latest research on leadership practices that enable conditions for quality teaching and student learning. It also stimulated discussion about the resources and conditions that need to be in place if effective forms of leadership are to flower and be sustained in our schools.

The proceedings from the conference can be downloaded from thsis page. The slides accompanying the papers presented by various guest speakers are presented as Related Documents (below).

Authoritative Leadership, Action Learning And Student Accomplishment, Stephen Dinham

2007 - The Leadership Challenge - Improving learning in schools

There is a vast body of research confirming the important influence of the classroom teacher on student achievement. A key issue then, is that of how the quality of teaching and learning within individual classrooms can be influenced and improved. Based upon findings from a range of research projects investigating aspects of quality teaching, it is argued that two key, related influences on classroom achievement are educational leadership and teachers' professional learning. This paper concentrates mainly on the former. Educational leadership, like teaching and life generally, is heavily dependent upon relationships. There are two fundamental dimensions to relationships: responsiveness and …

Leadership For Radical Transformation In School Education, Brian Caldwell

2007 - The Leadership Challenge - Improving learning in schools

There are now high expectations in Australia and comparable countries for the reform of school education. Change on the scale of transformation is required, that is, significant, systematic and sustained change that secures success for all students in all settings. It is evident that such an outcome can only be achieved if there is a dramatic increase in resources, but this does not mean an exclusive reliance on more money (financial capital), although this is important. Intellectual capital, social capital and spiritual capital are also important. Building strength in each and securing their alignment have profound implications for leadership and …

Student Use Of, And Engagement With, Information Technology, John Ainley, Laura Engers

Digital learning research

The emergence of Information and Communication Technologies (ICT) has changed the nature of the learning environments experienced by school students. ... The connection between the learner and the learning environment is central to understanding how virtual learning environments motivate or engage students... The research literature on engagement in general has distinguished between three forms of engagement; behavioural, emotional and cognitive. These distinctions provide a means by which students? engagement with information technology can be described. Behavioural engagement refers to participation (both how much and in what forms) in technology-related activities. In this context behavioural engagement pre-supposes opportunities to engage with …

Is School Wide Adoption Of Ict Change For The Better?, Katherine Dix

Shannon Research Press

The use of information and communication technologies (ICT) in schools is now an intrinsic part of students’ learning, both inside and outside the classroom. The adoption and impact of ICT on teaching practice and learning outcomes has been a source of keen interest among government policy makers, school leaders, teachers and researchers worldwide. Few empirical studies have been conducted in Australia, or worldwide, that focus on student attitudinal outcomes framed within a design-based paradigm that spans several years. The overarching purpose of this study is to investigate longitudinal change in school climate through its influence on students and teachers, during …

National Assessment Program : Ict Literacy Years 6 & 10 Report 2005, John Ainley, Julian Fraillon, Chris Freeman, Ministerial Council On Education, Employment, Training And Youth Affairs (Mceetya)

ICT - Digital Literacy

Australia's national goals for schooling assert that when students leave school they should be: confident, creative and productive users of new technologies, particularly information and communication technologies, and understand the impact of those technologies on society. The Australian National Assessment Program includes the systematic assessment of the extent to which this goal is being achieved through triennial sample surveys of students in Years 6 and 10. This report is based on the assessment of ICT literacy conducted in October 2005. It describes the development of a computer-based tool for assessing ICT literacy among school students and the application of that …

Acer 2006-2007 Annual Report, Australian Council For Educational Research (Acer)

ACER Annual Reports

No abstract provided.

Teacher Education Accreditation : A Review Of National And International Trends And Practices, Lawrence Ingvarson, Alison Elliott, Elizabeth Kleinhenz, Phillip Mckenzie

Initial Teacher education

In June 2005 the National Institute for Quality Teaching and School Leadership commissioned ACER to conduct a project to provide advice on developing a national system for the accreditation of pre-service teacher education programs. The project brief fell into two main sections. The first was to conduct a literature review examining: (a) Current accreditation and course approval policies and practices in Australia to identify similarities and differences and implications for a national accreditation system; (b) Developments in the accreditation of teacher education programs in other countries and whether any of the identified approaches could provide a basis for a national …

Assessment During The Early And Middle Years: Getting The Basics Right, Ken Rowe

Student learning processes

Following a contextual introduction and a brief discussion of the fundamental importance of monitoring growth, this paper draws from emerging evidence-based research findings and ‘state-of-the art’ practice in assessment and reporting of students’ developmental and learning progress. The paper argues that the monitoring of individual progress over time requires both diagnostic and developmental assessments of such progress on well-constructed empirical scales (or quantitative ‘maps’) that are qualitatively described. The use of such ‘maps’ enables early detection of potential ‘risk factors’, and the monitoring of both individuals and groups across the years of schooling. Such ‘maps’ and their reporting products constitute …

Using Data To Support Learning In Schools : Students, Teachers, Systems, Gabrielle Matters

Australian Education Review

AER 49 examines the issues raised by the ACER Research Conference 2005: Using Data to Support Learning. It analyses the conference papers, distils the essence of the conference 'conversations', and contextualises them in the light of a survey of the broader Australian and international literature on using data to support learning. Section 1 sets the context by providing definitions and an organisational framework. Section 2 discusses some purposes for collecting and analysing educational data, and considers the role of data in professional work. It addresses issues associated with identifying potential data sources, including consideration of the decision-making required to locate …

Australian Certificate Of Education : Exploring A Way Forward, Geoff Masters, Margaret Forster, Gabrielle Matters, Jim Tognolini

Assessment and Reporting

In May 2005 the Department of Education, Science and Training commissioned the Australian Council for Educational Research (ACER) to investigate and report on models and implementation arrangements for an Australian Certificate of Education (ACE). In particular, ACER was asked to investigate four options for the introduction of a new certificate. The current investigation has reviewed existing curriculum, assessment and certification arrangements in the senior years of school in Australia; explored current issues in senior secondary education and examined state and territory responses to these issues; looked at some alternative certification arrangements internationally—including the International Baccalaureate Diploma Program; investigated the use …

Teaching Science In Australia : Results From The Timss 1999 Video Study, Jan Lokan, Hilary Hollingsworth, Mark Hackling

TIMSS 1999

The Third International Mathematics and Science Study (TIMSS) 1999 Video Study was conducted to investigate and describe Year 8 mathematics and science teaching practices in a variety of countries. This Australian report of the science component of the study includes many of the international results, but focuses on making comparisons and commentary from an Australian perspective. The study confirms that there is more than one way to successfully teach science. The results showed that teachers in the participating countries used a variety of teaching methods and combined them in different ways – providing several perspectives on effective teaching. The participating …

School Performance: Australian State/Territory Comparisons Of Student Achievements In National And International Studies, Ken Rowe

Student learning processes

Policy activities related to outcomes and standards-based educational performance indicators and their links with growing demands for accountability, standards monitoring, benchmarking, school effectiveness and reform are widespread and well established in many countries throughout the world. While the long-term goals of school education may be expressed as the enhancement of young peoples’ access to and participation in society, as well as preparation for meeting the constantly changing demands of the modern workplace, the most direct and readily accessible measures of student and school performance are obtained from assessments of students’ academic achievements. Despite several limitations, achievement data obtained from both …

Highlights From The Timss 1999 Video Study Of Eighth Grade Science Teaching

TIMSS 1999

The results of the TIMSS 1999 Video Study of eighth-grade science teaching suggest different country-specific patterns of eighth-grade science teaching in each of the participating countries and highlight the role of content and a core instructional approach in the relatively higher-achieving countries. Despite some commonalities across the countries, each of the countries, including the four higher-achieving countries, had a distinct approach to science teaching, providing students with different opportunities to learn science and different visions of what it means to understand science. The countries varied in the organizational features, content features, and the ways in which students were involved in …

The Community's Contribution To Science Learning: Making It Count, Leonie Rennie

2006 - Boosting Science Learning - What will it take?

Underpinning the title of this address are two assumptions. The first is that the community should contribute to science learning. To justify this assumption, I describe a little of what we know about the outcomes of learning science. The second assumption is that the potential community contribution needs some assistance to ‘make it count’. To explain this, I outline community-based opportunities for learning science, meld this with what we know about learning outside of school, and then use case studies to illustrate how we can make it count.

Primary Connections: A New Approach To Primary Science And To Teacher Professional Learning, Mark Hackling

2006 - Boosting Science Learning - What will it take?

Primary Connections is a teacher professional learning program supported by curriculum resources that aims to enhance learning outcomes in science and the literacies of science. The program is based on an innovative model that links science with literacy, uses cooperative learning, integrates assessment with teaching and learning, and follows an inquiry process using open investigations. The program was trialled in 56 schools throughout Australia in 2005. Research has demonstrated that the program improves teachers’ confidence, selfefficacy and practice, students’ learning, and the status of science within schools. The project is an initiative of the Australian Academy of Science, funded by …

Boosting Science Learning Through The Design Of Curriculum Materials, Rodger Bybee

2006 - Boosting Science Learning - What will it take?

How can curricula enhance science teaching and student learning? A slightly deeper and more specific question than that is: what is the form and function of effective curriculum materials? These questions will be addressed in the following discussion. After a brief introduction to BSCS (Biological Sciences Curriculum Study), I will first discuss what we know about how students learn science and introduce an instructional model based on this research from the cognitive sciences. I will then review the curriculum development process at BSCS and describe a contemporary high school program and evidence of student learning attributed to that program.

Creating Powerful Teacher Education Opportunities: The Need For Risk, Relevance, Resource, Recognition, Readiness And Reflection, Susan Rodrigues

2006 - Boosting Science Learning - What will it take?

Two projects described in this paper illustrate what a successful teacher education model can look like, what its aims were, what happened in terms of teacher professional development, and what pupils accomplished as a result. The paper also describes policies, organisational features, resources, and relationships that informed the projects. In effect, both projects involved a community of teachers, educators and scientists working to develop resource materials involving various technologies for classroom use. Data was collected through teacher surveys, online dialogue, interviews, pupil work, teacher ‘show and tell’ and limited classroom observation. The data suggests that pedagogic change warrants the presence …

Science Achievement In Australia : Evidence From National And International Surveys., Sue Thomson

2006 - Boosting Science Learning - What will it take?

What can be said about science achievement in Australian schools? Does it really need a boost? Is science education in Australia engaging and motivating, or is the curriculum irrelevant and students disinterested? Are there particular issues for Indigenous students? Within the National Testing Program, Australia participates in two major international studies with a partial focus on science: the Trends in International Mathematics and Science Study (TIMSS), conducted with Year 4 and Year 8 students conducted with 15-year-old students. In addition, the Longitudinal Surveys of Australian Youth (LSAY) program provides evidence about the outcomes of education, and the TIMSS Science Video …

Boosting Science Learning - What Will It Take?, Russell Tytler, David Symington

2006 - Boosting Science Learning - What will it take?

In this session Russell Tytler and David Symington will present some data they have gathered from three sources: scientists working in some of Australia’s Research Priority Areas, science graduates working in positions outside their discipline specialisation, and students studying sciences at Year 11. The presenters will explain why they chose to interview these quite different groups of people and give some indication of why they believe the data is relevant to the question driving the conference: Boosting science learning – what will it take? There will then be group discussion drawing on the views and experiences of the group members …

What Science Do Students Want To Learn? What Do Students Know About Science?, Barry Mcrae

2006 - Boosting Science Learning - What will it take?

In 2006, for the first time, science is the major focus of the PISA assessment of 15-year-olds. A major innovation in PISA 2006 is that many of the science units contain one or two items designed to assess students' attitudes towards science – in particular, their interest in learning about science and their support for scientific enquiry. A second major innovation is that some of the items assess students' knowledge about science – that is, their knowledge of scientific methodology. This paper presents some field trial results that shed light on what science students want to learn, and how their …

Research And Boosting Science Learning: Diagnosis And Potential Solutions, Peter Fensham

2006 - Boosting Science Learning - What will it take?

In this paper I want to draw on relevant research to address the theme of this year’s conference in three ways: 1. The nature of the problem 2. Possible solutions 3. Constraints on these possible solutions

Boosting Science Learning - What Will It Take? (Conference Proceedings), Australian Council For Educational Research (Acer)

2006 - Boosting Science Learning - What will it take?

Research Conference 2006 examined recent research and practice directions in the area of science education both locally and internationally. The conference addressed what it will take to boost science teaching and learning.

The proceedings from the conference can be downloaded from thsis page. The slides accompanying the papers presented by various guest speakers are presented as Related Documents (below)

How Can Professional Standards Improve The Quality Of Teaching And Learning Science?, Lawrence Ingvarson, Anne Semple

2006 - Boosting Science Learning - What will it take?

After extensive national consultation the recent Review of Teaching and Teacher Education announced an agenda for action in its report 'Australia's Teachers: Australia's Future. One of its central themes was a call to revitalise the teaching profession. In this vein, the purpose of this paper is to provide a brief review of preliminary work at ACER, conducted in collaboration with the Australian Science Teachers' Association, to develop a standards-guided professional learning system that would lead to professional certification for highly accomplished teachers of science. This paper describes ASTA 's progress towards developing a system of certification, beginning with the development …