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Learning recovery and addressing the learning crisis: Technical paper
No full textThe purpose of this paper is to provide key recommendations for the provision and delivery of school education to facilitate post COVID-19 learning recovery in the immediate and short-term. The recommendations focus on how education systems could provide safe schools and deliver a more equitable, inclusive and relevant education for all learners. The pandemic has disrupted education for approximately 1.6 billion students globally, forced school closures and shifted learning towards remote and blended modalities. Such disruptions threaten to deepen the ‘learning crisis’ that existed prior to the pandemic and impede the progress made towards access to quality education, particularly for the most vulnerable learners. As education systems in the Asia-Pacific region seek to recover from the pandemic by reopening schools, it is incumbent on governments to identify recovery strategies that have enabled education access and learning continuity and to determine the approaches that best support education systems’ resilience, post-pandemic
Using social network analysis to explore peer connections among alumni leaders
No full textSocial network analysis shows one of the key objectives of the Australia Awards Leadership Program – helping alumni build connections with their fellow alumni – has been achieved
Creativity and Curiosity: Development of a transcript to record learner creativity and curiosity
No full textThis video presented by Sladana Kristic, Jonathan Heard, Sarah Richardson and Claire Scoular describes a project undertaken for the International Baccalaureate Organization (IBO) on the development of transcripts to record learner progress in creativity and curiosity. Funded with support by the Jacobs Foundation, the project sought to define creativity and curiosity in language that would resonate with learners and teachers and that would be appropriate across numerous cultural settings
Infografik: Kesenangan dan kemampuan membaca di era digital
Get PDFLaporan OECD Pembaca di Abad-21: Membangun Keterampilan Literasi di Dunia Digital menganalisis data dari tes PISA 2018 serta survei murid untuk mengetahui bagaimana bentuk kebiasaan membaca anak 15 tahun di negara-negara OECD. Cari tahu lebih lanjut mengenai bagaimana kebiasaan membaca baik dalam format cetak maupun digital memengaruhi kemampuan serta kesenangan membaca murid di infografik hari ini.https://research.acer.edu.au/teacher_seasia/1013/thumbnail.jp
Teacher development multi-year studies. Insights on the challenges of data availability for measuring and reporting on student learning outcomes
Get PDFStudent learning outcomes are an important source of evidence regarding improved teaching quality. A multi-year teacher development study series was commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT) to investigate teacher development initiatives in Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. The overall aim of the study series is to understand the extent to which the Australian investment has improved teaching quality and student learning. This paper outlines the different approaches to sourcing and using data in each country context, and then presents initial insights about the challenges associated with the limited availability of data for measuring and reporting student learning outcomes, as a measure of teacher effectiveness. It presents key lessons learned about conducting research with limited existing student learning outcomes data and offers some solutions to inform programs in other contexts
Within and Between School Variation in Achievement on the Programme for International Student Assessment (PISA) in Australia: PISA Australia Technical Paper
Get PDFAustralian secondary school students vary widely in their academic achievement. Using the scores from the Programme for International Student Achievement (PISA) in 2018, for example, the range from the 5th to the 95th percentile of student reading scores in Australia was 359 points compared to the OECD average of 327 points (OECD, 2019a; Thomson et al., 2019). This considerable range in achievement scores has been described as reflecting a long tail in the distribution of achievement. In this paper, attention is focused on the variation in the achievement scores of 15-year-old students in Australia based on data from PISA 2018. It explores the extent to which the variation in achievement arises from variation among students within schools or variation in average achievement between schools. The paper further explores the extent to which the variation in students’ attitudes to aspects of schooling, and their socioeconomic backgrounds, arise from differences within or between schools. The focus on looking at within and between school patterns is important - the proportion of the variance in student achievement that occurs between schools can be interpreted as a measure of vertical or academic inclusion (Willms, 2010). At the same time, large variance within schools has important implications for approaches to teaching, specifically with relation to differentiation. Understanding the patterns thus illustrates themes of great salience for the Australian education system
Validity evidence based on content: Controversies and quantification
Get PDFValidity is a crucial issue in test development because it represents the accuracy of test score interpretation in describing the measured attribute or construct. Among validity evidence that can be collected to support test score interpretation, the one based on test content incited controversies. The content-based validity evidence includes analyses of the relationship between test content and the construct the test purported to measure. Some authors opposed the use of such evidence in the validation process, arguing that the evidence can only provide hypotheses to be tested in the subsequent processes. Other authors argued that the content validation process provided meaningful information regarding test validity, particularly tests based on content such as achievement tests. Unfortunately, literature regarding such issues hitherto has not addressed the controversies adequately. Furthermore, several techniques for quantifying the content-based validity evidence have been proposed without any other article reviewing and evaluating them in comparison with the others. The current study was conducted to examine propositions made by prominent authors regarding validity based on test content and to compare proposed quantification techniques. Using Bielefield Academic Search Engine, 1,841 articles with “content validity” in their titles, however only 28 of them met inclusion criteria and thus reviewed. The reviews showed that there were three positions regarding content-based validity evidence: (1) content validity is sufficient as sole evidence supporting test scores interpretation, (2) evidence can be based on the relationship between content and construct but support from other types of evidence is needed, and (3) evaluating representativeness of construct by test content is an important process, but it cannot satisfactorily provide validity evidence. As for the quantification techniques, there were four techniques proposed by different authors. Each focused on a different aspect of the relationship between construct and test content, such as whether or not test content is relevant (e.g., Aiken’s V and Polit’s CVI), essential (Lawshe’s CVR), or discriminant (Dixon and Johnston’s Discriminant Content Validity) to another construct. All but one of the techniques were variations of measures of agreement between experts regarding how well an item represented a construct. Only one technique used statistics comparing means of judgments on the content relevance to different constructs. Most techniques have been evaluated and revised or corrected by other authors, while Dixon and Johnston’s DCV has not because it was just published currently. The impact of the findings was discussed.https://research.acer.edu.au/ical/1011/thumbnail.jp
Remote learning for students with a disability
No full texthttps://research.acer.edu.au/homepage_mix/1087/thumbnail.jp
Infographic: School funding – what are educators seeking support for?
Get PDFPhilanthropic funding is one way school leaders can access support to implement and enhance initiatives and projects. Australian charity Schools Plus recently published details of applications for its latest round of grants. The requests from schools provide a snapshot of the initiatives and projects educators are seeking funding for.https://research.acer.edu.au/teacher_graphics/1155/thumbnail.jp
Learning Through Play at School: A Framework for Policy and Practice
Get PDFLearning through play has emerged as an important strategy to promote student engagement, inclusion, and holistic skills development beyond the preschool years. Policy makers, researchers and educators have promoted the notion that learning though play is developmentally appropriate - as it leverages school-age children’s innate curiosity while easing the often difficult transition from preschool to school. However, there is a dearth of evidence and practical guidance on how learning through play can be employed effectively in the formal school context, and the conditions that support success. This paper addresses the disconnect between policy, research and practice by presenting a range of empirical studies across a number of well-known pedagogies. These studies describe how children can foster cognitive, social, emotional, creative and physical skills through active engagement in learning that is experienced as joyful, meaningful, socially interactive, actively engaging and iterative. The authors propose an expanded definition for learning through play at school based on the science of learning, and summarize key findings from international studies on the impact of children’s learning through play. They identify four key challenges that underpin the considerable gap between education policy and practice, and propose a useful framework that addresses these challenges via a common language and structure to implement learning through play