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International Standard Setting Exercise
Get PDFThe GEM Centre provides technical support to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS), which has been mandated to monitor the progress of countries towards achieving the education goals of Sustainable Development Goal 4 (SDG 4). The International Standard Setting Exercise (ISSE) was undertaken to harmonise quantitative data across assessment programs, and to provide substantive information about children’s learning levels and progress benchmarked against international standards. The goal of the ISSE was to place thresholds on empirical reading and mathematics Learning Progression Scales for the Minimum Proficiency Level at the end of lower primary education; the Minimum Proficiency Level at the end of primary education; and the Minimum Proficiency Level at the end of lower secondary education
Teacher development multi-year study series. Timor-Leste: Final report
Get PDFThe Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Main Report
Get PDFThe COVID-19 pandemic has disrupted education in many ways. Across the world, schools have been partially or wholly closed, teachers and students have been forced to quarantine at home for short or extended periods of time, social learning opportunities have been cancelled and community interactions curtailed. This has added a further obstacle to the achievement of the Sustainable Development Goals (SDGs) related to education. The COVID-19 MILO (Monitoring Impacts on Learning Outcomes) study was designed to provide information on the impact of the pandemic on learning outcomes in six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal and Zambia. The MILO project was implemented to provide a way for countries to measure learning progress against SDG 4.1.1b prior to, during and after the pandemic. This report evaluates the degree to which learning outcomes for students at the end of primary schooling change between two time points: one pre-pandemic and the other in mid-2021 after the pandemic had inflicted substantial disruption upon education contexts. The report also examines the contextual factors at the student, family, school and system levels for their response to the pandemic disruption
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Côte d’Ivoire Report
Get PDFSix African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Côte d\u27Ivoire. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, during and after the pandemic. In this report on the MILO results for Côte d\u27Ivoire, sampling outcomes are first provided, including a comparison of key characteristics of the Côte d\u27Ivoire populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Côte d’Ivoire, for boys, girls and for all participants. This report provides the achievement outcomes by explicit strata, showing achievement results by sub-region. Subsequently, the contexts of learning during the COVID-19 pandemic are first presented, including at the national education system level, school level and student level. Finally, the report concludes with a discussion of the outcomes and recommendations for strengthening the resilience of the education system
Infographic: Digital copyright laws and online teaching
Get PDFA new report has assessed whether copyright limitations for educational purposes are unfit for remote education through a legal analysis of copyright laws in 40 countries. This infographic shows the number of countries in the report for which the following online teaching scenarios are not legal.https://research.acer.edu.au/teacher_graphics/1175/thumbnail.jp
Infographic: Principal health and wellbeing
Get PDFThe annual Australian Principal Occupational Health, Safety and Wellbeing Survey 2021 data show school leaders continue to experience negative health and wellbeing. In this infographic, we explore the survey results for various aspects of health and wellbeing.https://research.acer.edu.au/teacher_graphics/1161/thumbnail.jp
Innovation in assessment standard setting
No full textAn online platform developed by the Australian Council for Educational Research (ACER) to support professional bodies in setting assessment performance standards is one of four finalists in the 2022 e-Assessment Awards ‘Most Innovative Use of Technology in Assessment’ category
Indigenous Science Network Resources
Get PDFA set of Australian and global resources to support the teaching of Indigenous perspectives in Science
School leadership that cultivates collective efficacy: Emerging insights 2022
Get PDFThe work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy; Understanding Collective Efficacy Systems; Leadership Change; Leadership Team, and Leadership Collaborative Capacity
Item development and psychometric assessment of a pilots\u27 well-being scale: A study on Indonesian commercial pilots
Get PDFFlight success and accidents rely on the pilot\u27s condition. To date, there is no psychometrically tested instrument to measure the psychological well-being of pilots. This study aims to develop items for measuring the well-being of commercial pilots in Indonesia. The constructs, dimensions, and indicators were formulated through literature reviews and interviews with pilots about their well-being. We develop well-being as a state in which a person feels positive, healthy, prosperous, comfortable, and valued in their work, able to control and contribute to the social environment. The instrument conveyed six dimensions, namely (1) positive emotion, (2) health, (3) competence, (4) recognition, (5) work security, and (6) social relationship. We implemented summated rating scale model (Likert\u27s scale) to write 80 items on a 6-point scale. The scoring was from 1 (never/strongly not agree) to 6 (almost always/strongly agree); the scores for the unfavourable items were reversed. We applied CVI and SCVI methods to examine the instrument\u27s content validity, corrected-item total correlation to test the item homogeneity, and Cronbach\u27s alpha formula to assess the scale reliability. In content validity, we included two psychometrics experts and one well-being expert to evaluate the items\u27 quality via qualitative and quantitative methods. In the qualitative approach, the expert appraised the item\u27s sentence: whether it derived from the indicators, dimensions, and construct, and whether the sentences were comprehended. In quantitative form, the experts assigned scores from 1 to 4, indicating the item\u27s relevance with the construct, clarity, simplicity, and freedom of ambiguity. We recruited 117 commercial pilots via convenience sampling. The content validity testing suggested that 31 items should be revised. The quantitative test showed satisfying results with a CVI average for the relevance aspect of 0.92 and an SCVI/UA of 0.93. Based on the content validity assessment, we decided to retain 62 items. Next, the corrected item-total correlation revealed that 61 items were homogenously measuring the construct. Finally, the reliability testing indicated satisfactory reliability with an alpha of 0.95.https://research.acer.edu.au/ical/1010/thumbnail.jp