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Assessment in the early years: A symposium about measurement, applications and going to scale
No full textAssessment in the early years is seen as contentious. Yet there is significant and growing interest in knowing more about what children can do and how we can best support learning and development. This is true in global monitoring of progress towards Sustainable Development Goal 4.2 with UNICEF promoting parent-report of children’s learning, health, and psychosocial wellbeing development at ages 2-5 years. It is also true in Australia’s ECEC system, with the Commonwealth Department of Education advancing a reform agenda that includes a preschool outcome measure for children in the year before school (typically 4 years old) and state jurisdictions pursuing the development of assessments (e.g. Victoria) and the use of learning progressions (e.g. Queensland). Within ECEC providers, too, significant effort has been placed on developing and deploying tools to monitor learning and to inform practice in the pursuit of better learning, development and well-being outcomes for children. There are, therefore, multiple agendas driving increased development of use of assessment in the early years: international comparative reporting, systems monitoring and improvement, assessment for learning, and research among them. Within a system that is not traditionally well-prepared or experienced in conducting assessment, it is unlikely that there is room for all these agendas to operate separately and introduce separate approaches to assessment. In this symposium, cutting-edge perspectives on early childhood assessment are provided from research, intervention, and practice perspectives. Together the symposium focuses on new perspectives on assessment and how a new approach can prioritise and focus on assessment\u27s primary purpose – teaching and learning – while delivering on other priorities, including monitoring and research without imposing additional burden on educators and providers. The sessions take the perspective that the primary purpose of assessment in early childhood is to improve outcomes for children by supporting educators to: collect evidence about children’s learning and development; use that evidence to inform planning and practice; act in evidence-informed ways, and to reflect on and adapt their impact over time. The first paper in the session focuses on the development of a high-quality measure of early learning and development focusing on oral language and literacy. The aim is to develop a measure that is authentic – focused on adult–child interactions – but that also uses contemporary measurement theory and approaches used in large scale assessment programs like OECD’s International Early Learning and Wellbeing Study to construct measures that can reliably measure the growth of individual children and also support system monitoring and reporting (without the need for additional assessment). The second paper in the session focuses on the deployment of a new assessment of oral language and literacy in early childhood contexts in the Northern Territory, which is supporting educators working in a vulnerable community to improve outcomes. A focus is given on how educators can be trained to use assessment and learning progressions to target their practice to have impacts on learning and development – including across the transition to school and progression through the year levels. The third paper in the session focuses on taking assessment to scale in a large ECEC provider in Australia. This includes the groundwork needed to ensure consistent assessment practice as well as to get buy-in from educators at large. The paper will report on the how evidence from assessment can be used at the individual child level, but also the provider and system level, alongside other evidence-based approaches to measurement to inform the deployment of resources and support better outcomes in underserved communities
Infografik: Dampak COVID-19 terhadap pendidikan
Get PDFLembaga survei yang merespon terjadinya disrupsi dalam pendidikan atau Responses to Educational Disruption Survey (REDS) UNESCO/IEA menyelidiki apa saja dampak yang dibawa pandemi terhadap pendidikan di tingkat sekolah menengah, menginvestigasi bagaimana 11 negara mengatasi berbagai tantangan untuk memastikan keberlangsungan proses belajar mengajar dengan disrupsi yang ada. Cari tahu lebih lanjut temuan menarik dari survei tersebut di infografik kali ini.https://research.acer.edu.au/teacher_seasia/1012/thumbnail.jp
Australia Awards alumni strong agents of change
No full textThe Global Tracer Longitudinal Survey shows that recipients of Australian development scholarships continue to make an impact in their countries
Schools as Community Hubs. Literature Review
Get PDFThis literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed
Effects of remote learning on mental health and socialisation. Literature Review
Get PDFThis literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views
Satisfaction with GP training is high despite ongoing impact of COVID-19
No full textThe Australian Council for Educational Research is conducting a survey of the training needs and experiences of Australia\u27s general practice registrars. Results from the 2021 survey show that registrars continue to recover from the impact of COVID-19 on their professional training, as the Australian Government explores ways to address their concerns around portability of leave entitlements
Student views on starting high school
Get PDFForums held with students in Years 6, 7 and 8 in Australia on the topic of starting high school have shed light on what concerns them the most about the transition process, and what has been helpful to them along the way. Here, we share some comments from the students.https://research.acer.edu.au/teacher_graphics/1156/thumbnail.jp
Domestic violence prevention program receives high praise from ACER
No full textAn ACER evaluation has found Griffith University’s MATE Bystander Program to be highly effective at equipping people with the tools and understanding to step in and address problematic behaviour, prevent violence against women, racism and discrimination, and promote equality
More nuanced student equity measures needed
No full textThe Australian Department of Education, Skills and Employment has published a report that cautions against using ranking systems exclusively to determine equity policy in higher education, due to the fundamental difficulty of finding agreement on what constitutes equity and how it should be measured
Development of a transcript to record learner creativity and curiosity
Get PDFFunded with generous support by the Jacobs Foundation, the ultimate goal of this project was to develop transcripts to track learner progress in the domains of creativity and curiosity. To support this overarching goal, the research team sought to define creativity and curiosity in language that would resonate with learners and teachers and that would be appropriate across numerous cultural settings. The result of the project is a series of prototype materials and resources, specifically: literature reviews, frameworks, enabling environment summaries, reflective quizzes and transcripts. Based on insights from the literature reviews, the researchers developed frameworks to define the constructs of creativity and curiosity and to offer resources that learners can refer to in class. The researchers also hypothesize that school context is important and that schools and teachers can provide an enabling environment to support learners to be more creative and curious. Lastly, the research team propose transcripts for each domain, which are designed to balance learner reflection and teacher verification. Further research is required to validate these resources before schools implement them with the aim of evidencing student growth in creativity and curiosity