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The journey to becoming a reader: Relationships between home activities, attitudes and reading
Get PDFThe Progress in International Reading Study – PIRLS for short – has been running since 2001, with Australia joining in 2011. Along with a well-researched measure of students’ reading comprehension, PIRLS includes a number of questionnaires for students, teachers, principals and parents/guardians that provide background and context for students’ performance in the reading assessment. This presentation will provide educators with an introduction to PIRLS and discuss what PIRLS can tell us about various home, attitudinal and behavioural factors that relate to Year 4 students’ performance in the PIRLS reading comprehension assessments.
We will discuss relationships between reading scores and factors including: early literacy activities at home (such as telling stories, playing word games or reading aloud signs) participation in early education programs attitudes towards reading (student reports of enjoyment of and confidence in reading, parents’ and teachers’ enjoyment of and frequency of reading for pleasure) current reading behaviours (as reported by students) classroom strategies and activities.
Results from multiple cycles of PIRLS and PISA (Programme for International Student Assessment) will be presented to allow exploration of changes in attitudes towards reading, and what this might mean for reading performance. We will discuss strategies for home and in early education that may help set the foundation for young people to become enthusiastic and proficient readers
Learning through Play at school: Lessons from the Ukraine
No full textResearch recognises that children are curious, they have a sense of awe and wonder, and they are eager to grow and learn about the world around them. These understandings about children were at the heart of the Learning through Play at School research study conducted in Ukrainian Primary Schools. The study was designed to support teachers to shift their classroom practice from a teacher-centred approach to one that incorporated play and the use of playful pedagogies to facilitate meaningful learning experiences. This session reports the experiences of the Ukrainian teachers as they implemented learning through play in their classrooms by highlighting changes to their beliefs and their classroom practice, as well as outlining their thoughts about the enablers and barriers they faced. To remain true to the importance of play in learning, the session will include playful breaks to provide participants with time to connect the lessons from Ukrainian classrooms to their own learning environments
Smiling Mind Evaluation 2021-2022: Effectiveness of the Smiling Mind Primary School program
Get PDFIn Australia, there has been a growing recognition of the importance of mental wellbeing and emotional resilience in students’ overall development. In response, the Smiling Mind Primary School Program was designed as a mindfulness-based social and emotional learning program for primary students in Years 1 to 6. This report presents a large-scale evaluation conducted independently by the Australian Council for Educational Research (ACER) of the Smiling Mind Primary School Program.
The program was delivered in 461 primary schools in regional, rural, and disadvantaged communities across Australia. The evaluation covers the period from program launch in Term 1 2021, and finishes with data collected at the end of 2022. The evaluation uses a quasi-experimental design and draws on 1,864 surveys completed by school staff, and 3,319 surveys completed by students in years 3 to 6.
Findings indicated high degrees of acceptability, engagement and satisfaction among schools, with particularly positive effects on the wellbeing outcomes of Mindful Champions. Greater student engagement and approval of the program correlated with clearer wellbeing improvements, such as those extending the content beyond the classroom. Most students reported benefits in at least one aspect of wellbeing skills development. However, further research is needed to fully understand the program\u27s impact. The Smiling Mind Primary Classroom program is a promising tool for promoting a balanced educational environment, especially for younger students in regional, rural, or disadvantaged communities across Australia
Report Highlights: Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1 (Lao version)
Get PDFThe Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT’s Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu
The National Student Assessment 2022 in Bangladesh. Grades 3 and 5
Get PDFThe National Student Assessment (NSA) 2022 was a sample-based assessment in Bangladesh, measuring the learning levels of Bangladeshi students in Bangla and Mathematics covering 3,357,233 students in grade 3 and 3,604,586 students in grade 5. It was the seventh round of the national assessments in primary education in Bangladesh, conducted after five years and the most comprehensive national-level learning assessment after the global COVID-19 pandemic. The sampling method at school level was multistage stratified probability proportional to size method, and at student level was equal probability systematic random sampling derived from Annual Primary School Census (APSC) 2021 database.The report outlines assessment and content expectations, reliability estimates, mean scale, scores by division, district, school type, and geographical location as well as proficiency bands and performance standards, and performance by key content area and cognitive level. It includes findings relating to learning and equity plus student, teacher and headteacher questionnaires
The National Student Assessment 2022 in Bangladesh. Key findings & learnings
Get PDFThis fact sheet highlights the key findings of the National Student Assessment (NSA) 2022, a sample-based assessment in Bangladesh, covering 3,357,233 students in grade 3 and 3,604,586 students in grade 5. The NSA project is a partnership of the Monitoring and Evaluation Division. Directorate of Primary Education. Ministry of Primary and Mass Education, UNICEF, UKAID and Australian Council for Educational Research (India) as technical agency
Investigating the impact of education reforms in Timor-Leste
No full textNew ACER research has found that school leader and teacher professional learning is helping to support curriculum reforms in Timor-Leste
Citizenship education in times of global challenge
No full textResults from the latest international study of civic and citizenship education show students’ civic knowledge decreased significantly between 2016 and 2022
Developing and implementing a teacher assessment tool
No full textACER India\u27s teacher assessment tool is a step towards ensuring teachers’ capacity to deliver quality education
Report of Bhutan’s National Education Assessment 2021 published
No full textACER India supported the development, implementation and reporting of Bhutan’s large-scale learning assessment for grade III students. The findings will support educational policy and practice