Open Access. Powered by Scholars. Published by Universities.®
International and Comparative Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Educational Assessment, Evaluation, and Research (41)
- Science and Mathematics Education (9)
- Disability and Equity in Education (4)
- Teacher Education and Professional Development (3)
- Early Childhood Education (2)
-
- Education Policy (2)
- Educational Administration and Supervision (2)
- Higher Education (2)
- Public Affairs, Public Policy and Public Administration (2)
- Social and Behavioral Sciences (2)
- Bilingual, Multilingual, and Multicultural Education (1)
- Curriculum and Instruction (1)
- Educational Technology (1)
- Elementary Education (1)
- Gender Equity in Education (1)
- Language and Literacy Education (1)
- Online and Distance Education (1)
- Secondary Education and Teaching (1)
- Institution
- Publication Year
- Publication
-
- International Developments (21)
- Monitoring Learning (7)
- Education Analytics Service (6)
- TIMSS 2019 (4)
- OECD Programme for International Student Assessment (PISA) (3)
-
- TIMSS 2023 (3)
- Assessment and Reporting (2)
- Global education monitoring (2)
- International Education Research (2)
- OECD Programme for International Student Assessment (PISA) Australia (2)
- Assessment GEMS (1)
- Elementary and Literacy Education Department Publications (1)
- Seaver College Research And Scholarly Achievement Symposium (1)
- Publication Type
Articles 31 - 55 of 55
Full-Text Articles in International and Comparative Education
Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
Timss 2019 Australia. Volume I: Student Performance, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
TIMSS 2019
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement …
Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
Timss 2019 Australia Highlights, Sue Thomson, Nicole Wernert, Sima Rodrigues, Elizabeth O'Grady
TIMSS 2019
Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the …
Latest From Acer International Offices
Latest From Acer International Offices
International Developments
ACER works through its international offices to deliver a diverse range of results-oriented projects. They are often implemented in partnership with global and local development partners with the goal to advance education outcomes and improve learning.
The Role Of Learning Progressions In Global Scales, Ray Adams
The Role Of Learning Progressions In Global Scales, Ray Adams
International Developments
Learning progressions are valuable tools for the international assessment community. Ray Adams reports.
Examining The Impact Of Australia Awards Around The World, Daniel Edwards
Examining The Impact Of Australia Awards Around The World, Daniel Edwards
International Developments
ACER is evaluating the long-term contributions of Australia Awards alumni through the Global Tracer Facility funded by the Australian Department of Foreign Affairs and Trade (DFAT). Dan Edwards reports.
International Developments (No.9) 2019
International Developments (No.9) 2019
International Developments
In this issue of International Developments, we summarise the research evidence gathered through the work of the Australian Council for Educational Research (ACER) and the impact our projects make around the globe.
Options For Reporting Against 4.1.1 When Using National Assessment Programs, Goran Lazendic
Options For Reporting Against 4.1.1 When Using National Assessment Programs, Goran Lazendic
Assessment and Reporting
The Sustainable Development Goals are 17 broad aspirations for social and economic development set by the United Nations in 2015. One of these goals, enumerated SDG 4, is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The progress towards each goal is measured by a set of indicators. In monitoring progress towards SDG 4, the UNESCO Institute for Statistics (UIS) is working on an approach to measuring indicator 4.1.1: Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving …
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 …
Pisa Australia In Focus Number 3: Motivation, Catherine Underwood
Pisa Australia In Focus Number 3: Motivation, Catherine Underwood
OECD Programme for International Student Assessment (PISA) Australia
The Programme for International Student Assessment (PISA) has collected information about student motivation in each cycle, but the types of motivation focused on has varied over the cycles in line with the major domain (or the main focus) of the assessment for that cycle – reading, mathematical or scientific literacy. The focus of PISA 2015 is on science learning. It collected data about students’ achievement motivation in relation to science learning using their responses to the following five items measured on a four-point Likert scale (strongly agree; agree; disagree; and strongly disagree): I want top grades in most or all …
Implementing Large-Scale Education Assessments, Geoff N. Masters
Implementing Large-Scale Education Assessments, Geoff N. Masters
International Developments
ACER is helping education researchers, policymakers and practitioners understand the issues related to the inception, design, implementation and reporting of large-scale education assessments, as Geoff Masters explains.
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
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.
Monitoring And Evaluation: Foundation Level, Australian Council For Educational Research (Acer)
Monitoring And Evaluation: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information about monitoring and evaluation (M&E), including the purpose, application of M&E frameworks, and key issues in education M&E. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education M&E.
Learning Assessment: Foundation Level, Australian Council For Educational Research (Acer)
Learning Assessment: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information about learning assessments – what they are, their purpose, and how the results of learning assessments can influence education policy. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion of this module you will gain the ability to apply practical knowledge of learning assessments in order to make valuable contributions to the field.
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Practitioner Level, Australian Council For Educational Research (Acer)
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to enhance the understanding of staff members who engage with international and domestic stakeholders and partners on aid effectiveness in education. It is recommended that staff complete the Foundation level of the module 'The Role of Key Stakeholders in Education and Aid Effectiveness Principles' as background information to this Practitioner level module.
Monitoring And Evaluation: Practitioner Level, Australian Council For Educational Research (Acer)
Monitoring And Evaluation: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This Practitioner level module is designed to ensure staff members who manage education investments, can understand the concepts and monitoring and evaluation (M&E) practices needed for designing and supervising education investments. It is recommended that staff complete the Monitoring and Evaluation: Foundation level module as background information to this Practitioner level module. Topics covered in this module include: monitoring versus evaluation; monitoring and evaluation standards; monitoring and evaluation in practice; evaluation considerations; education indicators; monitoring and evaluation reporting; and gender and social inclusion considerations.
Learning Assessment: Practitioner Level, Australian Council For Educational Research (Acer)
Learning Assessment: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This Practitioner level module is designed to ensure that all staff members who engage with and lead policy dialogue with international and domestic partners are informed about the benefits and risks of participating in learning assessments and the key design and implementation issues. It is recommended that staff complete the Learning Assessment: Foundation level module as background information to this Practitioner level module. Topics covered in this module include the development of learning assessments; the benefits and risks of participating in international or regional assessments; the key design and implementation issues of national assessments; measuring and reporting results; costs; assessment …
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Foundation Level, Australian Council For Educational Research (Acer)
The Role Of Key Stakeholders In Education And Aid Effectiveness Principles: Foundation Level, Australian Council For Educational Research (Acer)
Education Analytics Service
The purpose of this module is to provide introductory information on identifying key stakeholders in education, the importance of engaging with these stakeholders, and relevant international agreements that guide effective partner interaction. It provides a foundation to engage in this topic and apply advice from staff with operational or expert levels of knowledge in education. On successful completion you will be an informed participant in forums related to engaging with key stakeholders and partners in education and aid effectiveness principles.
Monitoring Learning Against The Sustainable Development Goals, Australian Council For Educational Research (Acer)
Monitoring Learning Against The Sustainable Development Goals, Australian Council For Educational Research (Acer)
Monitoring Learning
The Global Alliance to Monitor Learning (GAML) is an international collaboration to improve learning around the world, led by the UNESCO Institute for Statistics (UIS). The Australian Council for Educational Research Centre for Global Education Monitoring (ACER-GEM) has a major role in supporting GAML, as the UIS’s technical partner. This publication outlines ACER’s role in the work plan of the Global Alliance to Monitor Learning.
Curriculum Audit Informs Development Of A Regional Assessment Framework, Jeaniene Spink
Curriculum Audit Informs Development Of A Regional Assessment Framework, Jeaniene Spink
International Developments
The results of an audit of curriculum materials of 11 Southeast Asian countries have informed the development of a regional assessment framework, as Jeaniene Spink explains.
Working With Uis Towards A Global Measurement Scale For Learning, Ray Adams
Working With Uis Towards A Global Measurement Scale For Learning, Ray Adams
International Developments
Collaborative efforts are underway to develop a global scale that benchmarks student performance in reading and mathematics against a common measure. Ray Adams reports on progress.
Cooperation Is Vital : Working Together To Improve Learning, Richa Jain
Cooperation Is Vital : Working Together To Improve Learning, Richa Jain
International Developments
Cooperation between key international education organisations is helping education systems to understand the impact of education reforms, and compare the achievement of their students with other participating countries and economies, as Richa Jain explains.
A Review Of International Large-Scale Assessments In Education: Assessing Component Skills And Collecting Contextual Data, John Cresswell, Ursula Schwantner, Charlotte Waters
A Review Of International Large-Scale Assessments In Education: Assessing Component Skills And Collecting Contextual Data, John Cresswell, Ursula Schwantner, Charlotte Waters
OECD Programme for International Student Assessment (PISA)
The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will …
Unicef And Unesco, Richa Jain
Unicef And Unesco, Richa Jain
International Developments
ACER has been working with the United Nations through UNICEF and UNESCO to support high-quality education across the world.
International Developments (No.1) 2010
International Developments (No.1) 2010
International Developments
Table of contents for this issue: Programme for International Student Assessment (PISA); (b) World Bank; (c) Latin America; (d) Middle East; (e) International Schools Assessment Program; (f) Medical testing.
Fostering Global-Mindedness In Teacher Preparation, Gail D. Zahn, Elizabeth J. Sandell, Caryn E. Lindsey
Fostering Global-Mindedness In Teacher Preparation, Gail D. Zahn, Elizabeth J. Sandell, Caryn E. Lindsey
Elementary and Literacy Education Department Publications
Teacher education programs require attention to the rapid changes in the world, in part because populations are becoming increasingly diverse. These rapidly changing classroom environments have prompted a need to train teachers who can communicate with and teach students from increasingly diverse backgrounds. In addition, they must have an understanding of cultural family values and practices which influence individual students among the various ethnic populations they teach. This paper will describe steps taken by one College of Education to create international partnerships and learning experiences in an effort to enhance their teacher training programs and develop an environment of global-mindedness.