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TIMSS 2023 Australia: Highlights on Australian student performance
Get PDFAustralia participated in the eighth cycle of the Trends in International Mathematics and Science Study (TIMSS). TIMSS is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every 4 years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 28-year period has collected rich data about trends in mathematics and science achievement. TIMSS 2023 expanded its scope to assess environmental knowledge and attitudes. This new component provides valuable insights into students’ understanding of environmental issues, including climate change, biodiversity, and conservation. This Highlights report summarises the key findings from TIMSS 2023 Australia. Volume I: Student performance, where detailed information about the background and management of TIMSS 2023 is also available
TIMSS 2023 Australia. Volume 1: Student performance
Get PDFThe 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 2023 assessment formed the eighth cycle, providing 28 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. TIMSS is a key part of Australia’s National Assessment Program. The goal of TIMSS is to provide comparative information about educational achievement across countries to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. The 2023 cycle of TIMSS completed its transition to a digital assessment; this was the first time it was offered as a completely online assessment. TIMSS 2023 also expanded its scope to assess environmental knowledge and attitudes. This new component provides valuable insights into students’ understanding of environmental issues, including climate change, biodiversity, and conservation. This report presents the results for Australia as a whole, for the Australian states and territories and for the other groups in TIMSS 2023. The results can be viewed in an international context, and student performance can be monitored over time. The results also allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019)
Infographic: TIMSS 2023 snapshot
Get PDFResults from the latest cycle of the Trends in International Mathematics and Science Study (TIMSS 2023) have just been released. Today’s infographic looks at the year 4 and year 8 mean scores in mathematics and science for students in Australia and selected participating countries.https://research.acer.edu.au/teacher_graphics/1230/thumbnail.jp
General Practice Training in Australia: National report on the 2024 National Registrar Survey
Get PDFThe General Practice National Registrar Survey (GP NRS) is an annual, national survey of GP registrars currently training in Commonwealth funded trainings programs which include Australian General Practice Training (AGPT), Remote Vocational Training Scheme (RVTS) and Rural Generalist Training Scheme (RGTS) programs (prior to 2024, it was only carried out with AGPT registrars). It collects information via an online questionnaire about GP registrar satisfaction, experience and future career plans. It also collects information about GP registrars’ demographics and training contexts and other aspects of their training experience. This survey is part of the Department of Health and Aged Care’s (the Department) monitoring and quality improvement activities. The information collected in the GP NRS can be used to assure the quality of training provision in the program, enables continuous improvement and allows responses to be benchmarked nationally. This survey was previously known as the AGPT Registrar Satisfaction Survey (AGPT RSS) and the AGPT NRS. From July 1 to August 16, 2024, the Australian Council for Educational Research (ACER) administered the GP NRS to registrars enrolled in active training in Commonwealth funded GP training programs (AGPT, RGTS, RVTS). 1,373 registrars provided a valid response to the survey, representing an overall response rate of 35.5 per cent. The national response rate was sufficient to yield reliable results at a national level, with the Key Performance Indicators described in the report offering accuracy (at the 95 per cent confidence level) within 2.7 per cent of the reported average scores. Registrars were asked to reflect on their experience with their training provider and training facility. Overall, registrars continue to report high levels of satisfaction
Podcast special: World-class learning systems
Get PDFProfessor Geoff Masters, CEO of the Australian Council for Educational Research, joins Teacher for a series on world-class learning systems. In Episode 1, we find out more about the 5 systems he’s been exploring for a multi-year study commissioned by the National Centre on Education and the Economy in Washington DC
Snapshots issue 17: Australian students’ access to and use of libraries
Get PDFSurveys such as the Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA) enable educators, policymakers and the wider community to compare Australian students with each other, as well as their counterparts across the world. Conducted during the COVID-19 pandemic, PIRLS 2021 managed to collect reading information from over 400,000 primary school students around the world. In Australia, over 5000 Year 4 students participated in the PIRLS 2021 reading assessment and answered questions about their attitudes towards reading and their reading behaviours inside and outside of school. The principals and classroom teachers of these students also completed questionnaires about the context of and practices around reading instruction in these schools. This Snapshot examines Australian Year 4 students’ access to and use of libraries (classroom, school and local) and relationships between their library use and reading performance as measured in PIRLS 2021
The Scottish Government International Development Fund: Designing a new International Development inclusive education programme
Get PDFThis document was commissioned by the Scottish Government following a review of Scotland’s approach to international development in the wake of Covid-19, and incorporates a needs analysis and evidence, review, a detailed description of the global and national policy contexts relevant to partner country education systems and inputs from partner country governments, civil society and development partners on their priorities for investment in Inclusive Education. Drawing on these inputs, the report proposes a focus for the Scottish Government’s inclusive education programme on learners with disabilities and girls and young women, which is due to begin implementation in 2024. It also outlines a number of options and potential workstreams related to these areas of focus, as well as a number of policy and implementation elements, including alignment with the Scottish Government’s commitments to take a feminist and anti-racist approach to its international development work
Improving assessment of clinical competence
No full textResearchers at the Australian Council for Educational Research (ACER) presented a diverse array of insightful presentations, papers and workshops aimed at improving and enhancing the assessment of clinical competence. The sessions delved into the complexities of modern medical education with depth and insight, from pioneering studies that explored borderline regression standard setting, to thought-provoking symposiums tackling the co-existence of programmatic assessment and certifying examinations. Other sessions shared the transformative journey from unstructured ’Vivas’ (oral examinations) to Objective Structured Clinical Examinations (OSCEs), explored the nuances of levels-based marking schemes, and unpacked the intricacies of interpreting item analysis data for written examinations. They also shared their experiences in reforming radiopharmaceutical science training through a programmatic approach to assessment, highlighting the tangible benefits of collaborative efforts with esteemed medical institutions
PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristics
Get PDFThe Programme for International Student Assessment (PISA) is an international comparative study of student performance directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures the cumulative outcomes of education by assessing how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, are prepared to use their knowledge and skills in particular areas to meet real-world opportunities and challenges. In addition to the cognitive data reported on in Volume I, PISA collected a wealth of student and school contextual data through the background questionnaires. This report focuses on a variety of constructs related to 15-year-old students’ experiences at school, which illustrate student background characteristics and schooling environments, including sense of belonging, student–teacher relationships, disciplinary climate, exposure to bullying, students’ resistance to stress, curiosity, perseverance, shortage of educational staff and shortage of educational material. Volume II of the PISA 2022 national report examines the similarities and differences between a number of participating countries and economies, referred to as comparison countries; the Australian states and territories; and, school sector and different demographic groups for each of the above constructs. The results from PISA, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019)
PISA 2022 Australia Student and Achievement data [SAS] [Data set]
No full textThis dataset (SAS zipped) is a data source for the following reports:
PISA 2022. Reporting Australia’s results. Volume I: Student performance and equity in education
PISA 2022. Reporting Australia’s results. Volume II: Student and school characteristic