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Infographic: My first Teacher India alphabet
Get PDFWhat do you need information on? Inclusivity? Engaging with parents? Virtual learning? The first Teacher India alphabet brings you quick links to popular content that you might find useful. Download the PDF for a hyperlinked version.https://research.acer.edu.au/teacher_graphics/1167/thumbnail.jp
Transforming Assessment and Learning: Making the System Work. Proceeding of the 2022 International Conference on Assessment and Learning
Get PDFhttps://research.acer.edu.au/ical/1000/thumbnail.jp
Relationship between students’ economic, cultural, and social status, school climate and student achievement in Indonesia
Get PDFPISA 2018 data shows that, in Indonesia, the relationship between students’ economic, cultural, and social status and their scores on reading achievement is weak. However, there is great variation between schools in average reading achievement with over 40% of the explainable variation in reading achievement being between-schools. In addition, in Indonesia, there is low social diversity across schools (students within schools are likely to be of similar economic, cultural, and social background). These conditions raise the question of whether school factors play a role – specifically whether school climate has a compensating, mediating or moderating effect on the relationship between students’ and schools’ economic, cultural, and social status and achievement. Using regression analysis, it was found that, in Indonesian schools, the composition of student body in terms of economic, cultural, and social status plays a significant role in explaining differences in reading achievement between schools. School climate was found to compensate and mediate the relationship between school economic, cultural, and social status and school reading achievement, particularly those dimensions related to classroom climate, student respect for diversity, school discrimination climate, student sense of belonging and teacher support and directed instruction practices. Only student sense of belonging was found to play moderating role in the relationship between school economic, cultural, and social status and school reading achievement, a finding that requires further investigation.https://research.acer.edu.au/ical/1001/thumbnail.jp
Development of educational quality mapping instruments (IP-SNP) in West Java
Get PDFDecision-making must be based on valid data, as well as decision-making in the field of education. It is very important to have a valid instrument, therefore it is necessary to develop an educational quality mapping instrument that can measure the achievement of the quality of education. This instrument was developed based on educational quality standards, namely the competency quality of graduates, content, process, assessment, educators and education personnel, infrastructure, management, and financing. The purpose of this study was to obtain an instrument that has high validity. The educational quality mapping instrument (IP-SNP) uses a rating scale, collecting data through a survey of principals in 19,460 elementary schools (SD) in West Java Province. Construct validity was carried out by 3 experts in educational measurement and management, several items were revised based on expert input. The data processing and analysis method in this study uses the IRT (Item Response Theory) method with the Rasch Model Winstep application version 3.7. The results of the Rasch Model analysis show that the SD level IP-SNP instrument has a Cronbach Alpha score of 0.90 which means that the reliability of persons and items is high, while the reliability of 0.93 means that the instrument is very good. Item validity of 0.97 means that the item can measure the achievement of the quality of education, strengthened by the separation of 2.85 items. This question has a good distribution of responses. Educational quality mapping instruments can be used.https://research.acer.edu.au/ical/1008/thumbnail.jp
ACER models of writing: Changing the assessment mindset
Get PDFThis presentation outlines different models of writing assessment that have a proven track record in various programs delivered by ACER. These models include holistic scoring, and partial analytical scoring on a number of criteria. The writing prompts for these models assume extended pieces of writing. The presentation will also introduce a new and alternative model of writing assessment that ACER has implemented in several large-scale assessments. This model is built on shorter pieces of writing from each student, designed to give more accurate and diverse insights into students’ proficiency in writing in a range of text types, within the constraints of limited assessment time. Each short piece is coded using a different marking scheme with customised criteria. The three models – holistic scoring, partial analytical scoring and customised criterion scoring – are designed for different assessment contexts, from high-stakes selection to formative use by classroom teachers
Effects of remote learning on mental health and socialisation
No full texthttps://research.acer.edu.au/homepage_mix/1085/thumbnail.jp
Introducing the Education Technology Value Evaluation Tool for Schools
No full textDespite the enthusiasm for technology in school education, the importance attributed to it by policymakers, educators, students and parents, and the extensive impact of the changes in practices and provision related to the adoption of digital technologies, research has provided little evidence that the adoption of digital technologies has led to improved outcomes for learners. Given the significant, ongoing investment in technology and research evidence that technology has potential to improve learning outcomes, it is timely for education systems and schools to have access to tools and frameworks that can support effective use of technology in education. This paper introduces the Education Technology Value Evaluation Tool, a set of frameworks designed to help teachers and school leaders focus on the ways in which educational technology can be used to address student learning needs and drive learning improvement. This tool was developed based on a review of the literature on effective use of technology and evidence from practice from ACER system and school reviews in Australia. It provides a simple, structured approach to highlighting learning related goals for technology adoptions, defining metrics for success and establishing criteria for ongoing evaluation. It is envisaged that this framework will support schools to focus their resources and efforts in using technology to drive improved outcomes for all students.https://research.acer.edu.au/ical/1016/thumbnail.jp
Infographic: The impact of COVID-19 on education – UNESCO REDS
Get PDFThe Responses to Educational Disruption Survey (REDS) explores how the pandemic has impacted lower secondary education, investigating how 11 countries approached the challenge of ensuring continuity in teaching and learning during the disruption. Find out more about insights from the survey in today\u27s infographic.https://research.acer.edu.au/teacher_graphics/1160/thumbnail.jp
