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Infographic: Basic skills and the gap between Indigenous and non-Indigenous students
Get PDFIn the National Assessment Program — Literacy and Numeracy (NAPLAN) tests, the national minimum standard (NMS) is the ‘agreed minimum acceptable standard of knowledge and skills without which a student will have difficulty making sufficient progress at school’. This infographic looks at the performance of Indigenous and non-Indigenous students in Year 9, over time.https://research.acer.edu.au/teacher_graphics/1185/thumbnail.jp
Mid-term evaluation report (final): Global Education Monitoring (GEM) Centre Phase 3
Get PDFThis report provides findings and recommendations from the external mid-term evaluation of Phase 3 of the Global Education Monitoring (GEM Centre) - a long-term partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT). The goal of the GEM Centre is to improve learning, by ensuring that education policies, practices and investments are influenced by high-quality evidence. The aim of the mid-term evaluation was to enable reflection on the long-term partnership through the GEM Centre. The findings highlight the successes and achievements of the GEM Centre over the past decade, including the GEM Centre’s thought leadership in global education monitoring and its contribution to the global public good in support of United Nations Sustainable Development Goal (SDG) 4: education for all. The resulting recommendations focus on positioning the GEM Centre for the remainder of Phase 3 and beyond
Teacher development multi-year study series. Report highlights. Vanuatu: Final Report (Bislama version)
Get PDFThe Australian Government is supporting the Government of Vanuatu (GoV) through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to introduce new content and pedagogies, better sequence content, and support the use of Bislama or the vernacular in the early grades. Together, these reforms are intended to improve teaching quality and student learning outcomes. The multi-year study was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), to investigate teaching and learning development initiatives in 3 countries: Lao PDR, Timor-Leste and Vanuatu. In Vanuatu, the Education Analytics Service (EAS) is investigating how VESP activities are making a difference to teaching and learning outcomes. The new primary curriculum has been rolled out to schools by year level, starting with Grade 1 in 2016. It is accompanied by the distribution of teaching and learning materials and training. Pedagogical approaches – such as student-centred learning, language transition and classroom-based assessment practices – aim to transform teaching and learning.
Gavman blong Ostrelia, tru long Vanuatu Edukesen Sapot Program (VESP), i stap sapotem Gavman blong Vanuatu (GbV) blong tekem ap olgeta long-tem edukesen rifom. Wan mein fokas emi blong rolemaot niufala nasonal karikulum we emi stap inlaen wetem Nasonal Lanwis Polisi (2012), we oli mekem blong introdiusum niu konten mo pedakoji, mekem ol sikuens konten we oli mo gud, mo blong sapotem yus blong Bislama mo olgeta narafala venakula lanwis long ol eli klas. Tugeta, evri rifom ia oli mekem blong impruvum kwaliti blong tijing mo ol aotkam blong wanem nao studen i stap lanem. Dipatmen blong Foren Afea blong Gavman blong Ostrelia emi komisenem multi-yia stadi ia, blong investigetem ol inisetif blong tijing mo lening developmen long ol trifala kaontri ia: Lao PDR, Timor-Leste and Vanuatu. Long Vanuatu, Edukesen Analitiks Seves (EAS) emi stap investigetem hao nao ol aktiviti blong VESP i stap mekem wan difrens long tijing mo lening aotkam. Niufala karikulum blong praemeri, oli bin rolemaot finis long ol skul folem ol yia level, stat wetem klas 1 long 2016. Emi kam wetem distribiusen blong ol materiel blong tijing mo lening mo ol trening. Ol pedakojikol aproj – olsem lening we emi senta raon long ol studen, transisen long lanwis mo ol asesmen praktis we emi beis long klasrum – oli eim blong jenjem tijing mo lening
Engaging young female students in digital technology programs: Part two
Get PDFThis report is part of a larger project commissioned by CSIRO and designed to highlight the enablers and barriers to young female students engaging with digital technology through a primary research project. This research aimed to gain insight from teachers, students and tertiary educators in order to trace the pathway from primary through to tertiary digital technology education. The perspectives of these stakeholders are compared with the findings from Part One of the project. Part Two of the larger project relates to a primary research project designed to gain further insight into the factors that facilitate and hinder young female students’ engagement with digital technologies and STEM. To achieve this aim, the research project focused on gaining the perspectives of Australian teachers including those involved in CEdO programs, a small group of students aged 14-16 years, and a sample of STEM educators in tertiary institutions. This report firstly outlines the approach used to gain the perspectives of the first and second groups, namely: a sample of Australian teachers; and a sample of students aged 14-16 years. This is followed by a findings section which integrates the teacher and student data to discuss key themes that emerged from the analyses. The next section outlines the method and findings for the third group, a sample of STEM educators in tertiary institutions. The final section of this report presents the key findings that emerged across the different data collected in the research project. It also connects these findings to the recommendations made in the Part One report to illustrate the links between the two aspects of the project
Supporting the quality of digital learning: Project brief
Get PDFKhan Academy introduced the Science Essentials Course to build a strong foundation in fundamental concepts among learners using deep conceptual videos. The course consists of learning videos and exercises - the videos help strengthen conceptual understanding for students, while the element of focused practice allows learners to retrieve concepts learnt, make mistakes, receive feedback, and in the process, master skills. The Australian Council for Educational Research (India) reviewed a sample of videos and exercises in physics, chemistry, and biology of the Science Essentials Course for students in grades 11 and 12
Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Final report
Get PDFThe Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes
Education for Citizenship in Times of Global Challenge. IEA International Civic and Citizenship Education Study 2022 International Report
Get PDFThis publication contains the first report on findings from the International Civic and Citizenship Education Study (ICCS) 2022 which was conducted across 24 education systems to provide data and insights about lower-secondary school students’ understanding of civics and citizenship. Countries participating were: Brazil; Bulgaria; Chinese Taipei; Colombia; Croatia; Cyprus; Denmark; Estonia; France; Germany (North Rhine-Westphalia); Germany (Schleswig-Holstein); Italy; Latvia; Lithuania; Malta; Netherlands; Norway; Poland; Romania; Serbia; Slovak Republic; Slovenia; Spain; and Sweden. The third cycle of ICCS set out to address aspects related to global citizenship, sustainable development, migration, changes to traditional political systems, and the use of digital technologies for civic engagement, while also continuing to monitor changes over time using common measures across cycles. ICCS 2022 offered the option of an online delivery, which was chosen by about three quarters of participating countries and included specifically designed test items that used the possibilities of a digital assessment to enhance measurement of students’ civic knowledge and understanding. Between February and September 2022, the main survey gathered data from 82,000 students and 40,000 teachers at about 3400 schools. Incorporated into the ICCS main survey was a mode effect study which allowed for data collected using the paper-based instruments to be compared with data collected on computer from equivalent groups of students. Key research questions addressed include: how is civic and citizenship education implemented, and what is the extent and variation of students’ civic knowledge within and across participating countries? What is the extent of students’ engagement in different spheres of society and which factors within or across countries are related to it? What beliefs do students in participating countries hold regarding important civic issues in modern society and what are the factors influencing their variation? How is schooling in participating countries organised regarding civic and citizenship education and what is its association with students’ learning outcomes? Themes addressed include: sustainability, engagement through digital technologies, views of political systems, global citizenship, and diversity
Understanding the impact of teacher development programs
No full textA multi-year study has found students are more engaged in the classroom following the introduction of a new curriculum in Lao PDR
PISA 2022. Reporting Australia’s results. Volume I: Student performance and equity in education
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 3 core domains of reading literacy, mathematical literacy, and scientific literacy. The assessment focuses on young people’s ability to apply their knowledge and skills to real-world problems and situations. The term ‘literacy’ reflects a focus on broader skills. As a concept, literacy is more than simply being able to read and write. Eighty-one countries or economies, involving around 690,000 students, participated in PISA 2022. In Australia, 743 schools and a total of 13,437 students (representing the full population of around 265,000 15-year-old students) completed the assessment. In Australia, PISA is managed by the Australian Council for Educational Research and is jointly funded by the Australian Government and all state and territory governments. PISA is a key part of Australia’s National Assessment Program. This report presents the results for Australia as a whole, for the Australian states and territories and for the other groups in PISA 2022. 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)