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Learning recovery and addressing the learning crisis in the Asia Pacific: Policy brief
No full textThe COVID-19 pandemic has disrupted education for approximately 1.2 billion students across the Asia-Pacific, and forced the closure of many schools, precipitating a transition towards remote learning, albeit with uneven access and quality (UNESCO, 2021; Global Education Evidence Advisory Panel, 2022), and threatening to deepen the ‘learning crisis’ that already existed, particularly for the most vulnerable learners. As education systems in the Asia-Pacific seek to recover the learning loss due to the pandemic and address the broader learning crisis, it is incumbent on governments to identify appropriate recovery strategies in the short term. Also, governments need to support education system transformation so that all learners reach minimum proficiency in numeracy and literacy and acquire competencies needed to fulfil their potential: personal, social and economic. Learning recovery strategies will differ across the region, not the least because schools were fully or partially closed1for different lengths of time -for example, India (82 weeks), Indonesia (77 weeks), and Bangladesh (73 weeks). Other countries saw shorter closures, such as: Vanuatu (4 weeks), Papua New Guinea (6 weeks), and the Solomon Islands (7 weeks) (UNESCO, 2021). The examples provided in this brief draw from a range of countries that were fully or partially closed for different durations during the response and recovery phases of the pandemic
Infographic: Schools in 2021
Get PDFHow many students were enrolled in how many schools across Australia throughout 2021? How many full-time equivalent staff members? What was the average student-teacher ratio? Find out what schools looked like in 2021 in today’s infographic.https://research.acer.edu.au/teacher_graphics/1162/thumbnail.jp
Infographic: From one teacher to another – planning
Get PDFIn our annual Teacher magazine reader survey, we ask you to share one piece of advice with a fellow educator. In this infographic, we share some of the responses we received about planning.https://research.acer.edu.au/teacher_graphics/1170/thumbnail.jp
Teacher collaboration - a strength in Samoa’s education system
No full textACER researchers’ recent scoping mission to Samoa revealed that although challenges exist in its education system, policymakers, principals and teachers are ready to move forward together, to transform children’s learning
Infographic: Student perspectives on making school a better place
Get PDFAlmost 14,000 children aged 8-12 responded to the prompt, ‘the world would be better if…’ as part of a project run by South Australia’s Commissioner for Children and Young People. In this infographic, we share some of their responses.https://research.acer.edu.au/teacher_graphics/1182/thumbnail.jp
Infografik: Dari guru untuk guru – semua tentang perencanaan
Get PDFDalam survei pembaca tahunan majalah Teacher, kami meminta Anda untuk menuliskan saran yang sangat ingin Anda bagikan kepada sesama pendidik. Di infografik kali ini, kami menampilkan beberapa respon yang telah kami terima terkait perencanaan dalam pembelajaran yang dapat juga Anda aplikasikan secara umum.https://research.acer.edu.au/teacher_seasia/1014/thumbnail.jp
Reimagining assessment in culturally responsive ways
No full textIn educational systems, assessments determine student academic success, which is linked to economic and social outcomes beyond school. The far-reaching consequences that assessment practices hold means that they should be held to the highest standard and must be valid assessments for all. Yet, many assessments – both classroom-based and standardised, are culturally and linguistically biased. They favour dominant western knowledge systems and methods of assessment and English-based modes of communication. Consequently, such assessment practices are inherently unfair to those students from diverse cultural and linguistic backgrounds, particularly Aboriginal and Torres Strait Islander students across Australia. In this way, assessments are political acts that perpetuate and reproduce unequal systems of power in society. In this presentation, we argue that current assessment practices require urgent examination and should be reimagined in culturally responsive ways to ensure fairness for all. From a sociocultural and social justice perspective, we highlight examples of cultural and linguistic bias in assessment that disadvantages many First Nations students. We suggest that assessment practices must keep pace with recent developments in culturally responsive pedagogies to ensure they are constructively aligned with teaching and learning. We make several recommendations for improvement, which include the need for greater diversity of peoples and perspectives in the development of assessment, expanding the languages, modes and methods of assessment, and using recent technological developments to their full potential to achieve this. Such changes will make assessment more inclusive and fairer for all, particularly First Nations students
Research Conference 2022: Reimagining assessment: Proceedings and program
No full texthttps://research.acer.edu.au/homepage_mix/1083/thumbnail.jp
Teachers’ assessment literacy and design competence framework
Get PDFTeachers play a central role in facilitating learning and empowering learners (Pastore & Andrade, 2019). They must possess a high level of assessment literacy to properly fulfil their role of implementing teaching and facilitating students’ learning (Hattie, 2009). Without it, the quality of educational provision can be impacted (Looney et al., 2018). The expectations placed on teachers in relation to their assessment knowledge and skills tend to focus on their ability to design and implement assessment with students, and to use assessment data to inform teaching practices (Brookhart, 2011). Much of the emphasis in the literature is on the mechanical processes involved in assessment, and on what is required by individual teachers (DeLuca & Bellara, 2013). Our holistic approach conceptualises assessment literacy as relating to teachers’ assessment competence, sound practices, socio-cultural understandings, and how these are embedded within the educational context (DeLuca et al., 2019). The focus is on the body of teachers within a school; many practicing teachers are at a novice stage in their professional practice (Xu, 2017) and teaching needs to be supported by school structures for optimal student learning (Crichton & McDaid, 2016