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Guidelines for designing competency-based assessment
No full textACER India has conducted several workshops with teachers on competency-based assessments over the years. In this article, we share 2 sample competency-based assessment tasks for teachers
Teachers and technology in the Pacific
Get PDFAlthough digital literacy is increasing in the Pacific region, access to educational technologies within the education sector remains inconsistent for both teachers and their students. This report presents an analysis of current practices that support technology integration in the classroom, with a particular focus on the work of teachers in the Pacific Island states of Palau, Samoa, the Solomon Islands, and Vanuatu. Based on an analysis of academic and grey literature, and interviews with key stakeholders involved in the implementation of educational technologies in the region, several key findings emerge. Education policies and practices designed to improve the digital literacy and skills of teachers have expanded, and donor-driven investments in educational technologies have provided more opportunities for technology integration in the education sector across the Pacific. However, although teachers have increasing chances to learn about and engage with pedagogies and practices that incorporate educational technologies, existing poor infrastructure limit the opportunities to apply these new skills in the classroom. The report concludes with considerations for supporting more sustainable practices in the region that may allow teachers to integrate technology into their practice in meaningful ways into the future
Commentary on the draft supplementary paper, Children’s Outcomes in the draft Productivity Commission report, a path to universal early childhood education and care
Get PDFThis is a rapid review of the review of Draft Supplementary Paper 1, Children\u27s Outcomes In the Draft Productivity Commission report, A Path to Universal Early Childhood Education and Care. The scope of the review is to provide commentary on general direction and tone as a follow up to the roundtable held on 15 August 2023. The body of this review was provided 22 January 2024 and supplementary text, now incorporated in this document, was added 9 Feb 202
Baseline study for a refugee children’s programme in Sudan
Get PDFThis is a brief report on a project to measure the baseline metrics of UNICEF’s Integration and Mainstreaming of Refugee Children into the Sudanese Education System (IRCSES) programme
Civil Society Contributions to Improving Learning Outcomes: An Education Out Loud Global Learning Partner Report
Get PDFThis report shares the findings from an action research project conducted on behalf of Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme by the Management for Development Foundation (MDF) and the Australian Council for Education Research (ACER) Consortium, in its capacity as global learning partner (GLP). The project involved working directly with three organisations (grantees) in receipts of EOL funds, across five GPE countries. The Consortium supported them to conduct action research projects, which tested the underlying assumptions of their programme’s theory of change, in order to validate their approaches to advocacy and policy influencing (API) and support them to engage in adaptive management practices. This report shares the methodology used in this process and a synthesis of the key findings across and between the different contexts. The report is accompanied by a number of case studies, which explore the action research and wider context of the grantees in more detail
Infographic: Teacher views on issues facing students
Get PDFHow well do you know the issues facing your students? Beyond Blue asked Australian teachers to name the top 3 health issues facing people under 18. In today’s infographic, we look at the 10 most common responses.https://research.acer.edu.au/teacher_graphics/1216/thumbnail.jp
PISA 2022. Reporting Australia’s results. Volume I: Student performance: Data tables [Excel] [Data set]
No full textThis zipped excel file is the data behind the figures and tables in the report: PISA 2022. Reporting Australia’s results. Volume I: Student performance and equity in education. They cover Australian student performance in mathematical literacy, scientific literacy and reading literacy
Putting creative thinking at the core of the English school curriculum: An exploratory study
Get PDFAcross much of the world, in more than 20 educational jurisdictions, the ability to think creatively is seen as a core aspect of what it is to be a successful learner today and, consequently, it has been included within various national curricula (Taylor et al., 2020). In England this is not yet the case, despite strong arguments being made for creative thinking being a core part of the curriculum in the Durham Commission on Creativity and Education (2019). In 2023 Rethinking Assessment and ACER UK conducted an exploratory study to examine the feasibility of integrating creative thinking into five subjects at Key Stages 2 and 3 – Science, English, History, Design & Technology and Art – and the benefits of doing this for teachers and for learners. The ACER / Rethinking Assessment research team designed a prototype assessment framework for creative thinking, in consultation with an Academic Advisory Group of global experts. Schools were recruited and participating teachers were supported through a programme of online CPDL sessions, firstly, to understand how to use the language model from the assessment framework in order to embed creative thinking into their curriculum planning; and secondly, to use three assessment methods – teacher assessment, student self-report and portfolio – to capture and evidence the impact in their classrooms. Headline findings from the study include: That it is possible to support, foster and evidence the creative thinking skills of pupils in five different subject disciplines across Key Stages 2 and 3, where there is active support from school leaders and where teachers believe that it is in the best interest of their pupils
Infographic: Creative thinking in classrooms – encouragement + time
Get PDFDo you encourage your students to come up with original answers? Do you also give them enough time to be creative in assignments? Our latest infographic looks at data from the PISA 2022 creative thinking questionnaire. We look at 10 of the participating countries and economies, and the percentage of students who agreed with the 2 statements about encouragement and time.https://research.acer.edu.au/teacher_graphics/1223/thumbnail.jp
ACER-APCEIU Global Citizenship Education Monitoring Toolkit: For teachers, schools, and system leaders
Get PDFAt a time of escalating global unrest and insecurity, together with increasing global interdependence, interest in Global citizenship education (GCED) as a transformative pedagogy for peace, human rights, and sustainable development, has never been greater. Educators, school leaders and policy makers can play an important role in supporting young people to gain the knowledge and skills needed to engage with the global issues of our time, which are frequently described as volatile, uncertain, complex and ambiguous (Berinato, 2014). The APCEIU-ACER GCED Monitoring Toolkit was developed to assist education stakeholders to embed GCED within policy and practice in alignment with local, regional, and international frameworks. Target users of this toolkit include policy makers, education department and ministry personnel, leaders, and educators at all levels in both formal and non-formal education sectors. The Toolkit provides an actionable four-phase process for embedding, assessing, and continuously enhancing GCED. The chapters integrate key concepts from research, global policy documents and empirical research conducted by ACER and ACPEIU, to establish a comprehensive and holistic approach to GCED. The toolkit explores effective GCED including how to conceptualise and define, plan, enact and monitor implementation, and how to measure success