ACEReSearch
Not a member yet
5049 research outputs found
Sort by
Playful assessment: Don’t stop the fun
No full textLearning is becoming more playful and student-centered, but assessment has not kept up. Too often, when learners are involved in a hands-on, minds-on project, that engagement and enjoyment stops when the assessment comes out. But there is a better way! Embedding assessment techniques into playful learning experiences can make students feel comfortable, elicit authentic evidence of skill mastery, and provide actionable information to teachers. In this session, we’ll review some research on assessment for learning, and playful learning, and discuss how they fit together. We will present examples of embedded assessment tools and game-based assessments to illustrate how playful assessment can look in practice. Finally, we will share some ways that researchers and teachers alike can use the principles of playful assessment in their own work
Infographic: Most popular sports for children over time
Get PDFWhat sports does your school offer? Is there an overlap with the sports and activities students participate in outside school? Since 2015, Sport Australia has conducted AusPlay, a large-scale national survey tracking involvement in sport across the population, on an annual basis. In this infographic we compare the data on the top 10 sports (by participation rate in %) for girls and boys aged 0-14 to see how habits have changed over a 5-year period.https://research.acer.edu.au/teacher_graphics/1177/thumbnail.jp
The Overcoming Disadvantage in Early Childhood Study: Evaluation of the Australian Literacy and Numeracy Foundation’s Early Language and Literacy Program. Final Report
Get PDFThe Overcoming Disadvantage in Early Childhood (ODEC) study is a longitudinal evaluation of the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program. The study was designed to answer the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was to develop a new measure of oral language and literacy - the Early Language and Literacy Developmental Index (ELLDI). The ELLDI was developed in recognition of the need for a best practice measure of oral language and literacy that was fit for purpose. This report documents the sum of work completed across the duration of the study from 2018-2022. The design of the study was based on the principles of a longitudinal outcome evaluation and had three components: a) design of the outcome measure: the ELLDI; b) interim results and recommendations; and c) final results, recommendations and reporting
Infographic: Measures taken during school closures
Get PDFAn OECD survey explored how 27 education systems across the globe responded during school closures in 2020. This infographic shows how widely nine different measures were used for at least one level of schooling to target students at risk of exclusion from distance education platforms.https://research.acer.edu.au/teacher_graphics/1157/thumbnail.jp
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Burkina Faso 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 Burkina Faso. 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 Burkina Faso, sampling outcomes are first provided, including a comparison of key characteristics of the Burkina Faso populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Burkina Faso, 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
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Kenya 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 Kenya. 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 Kenya, sampling outcomes are first provided, including a comparison of key characteristics of the Kenya populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Kenya, 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
Indigenous Science Network Bulletin - November 2022
Get PDFThis issue contains an editorial reporting on the very significant gathering of Indigenous educators held in Adelaide, Australia from the 26-30 September 2022. Being the World Indigenous Peoples’ Conference on Education (WIPCE 2022), many members of this network were in attendance including some of our Board members. Michelle Hogue (PhD), Associate Professor & Coordinator of the Indigenous Student Success Cohort (ISSC) at the University of Lethbridge in Alberta, Canada has kindly written our editorial this issue about her experiences at the conference
Contributing to global discussions to transform education
No full textThis article presents the author\u27s reflections on attending the United Nations Transforming Education Summit (TES) in New York. TES was convened ahead of the UN General Assembly in response to a global crisis in education – one of equity and inclusion, quality and relevance
Alumni Growth: Tracking Australia Awards Alumni Over Five Years, Longitudinal Tracer Survey 2021
No full textThis report details the findings of the 2021 Global Tracer Longitudinal Survey, which follows a sub-cohort of Australian development scholarship alumni who participated in the first Australia Awards Global Tracer Facility (GTF) Global Tracer Survey in 2016. The survey was administered online in November and December 2021 to alumni from 15 countries who had studied in Australia as part of a scholarship, focussing on alumni who completed their award between 2007 and 2010. More than 400 alumni participated (a 46.1% response rate). The analyses in this report focus on the changes that have occurred over the past five years for these alumni as they consolidate their careers. They provide a new, extended insight into the long-term outcomes of Australian development scholarships
Are girls more resilient in literacy and numeracy than boys?
No full textBased on data from the Indonesian Child Protection Commission (KPAI) from 2011 to 2016, there were 7,698 cases of children in conflict with the law, 2,435 cases of children in the education sector (perpetrators of student brawls, perpetrators of violence at school, and so on), and 1,709 cases of children related to pornography and cybercrime. The data shows the importance of student resilience in order to fortify themselves from various behaviors that can harm their future. The formation of student resilience has not been designed comprehensively in the learning process at school. Therefore, there are still many students who have not been able to overcome problems, one of which has an impact on achievement that is not optimal. In fact, resilient students will have better adaptability in overcoming various problems. In general, student resilience is defined as the ability of students to bounce back or rebound after experiencing pressure or stress. Resilience is needed to achieve literacy and numeracy achievements for students in Indonesia. The existence of inequality in the learning process in schools has an impact on differences in student achievement in Indonesia. The level of resilience of students\u27 literacy and numeracy at all levels of education based on data shows that there is a tendency for female students to dominate. Descriptive analysis was carried out in this study to test the hypothesis. The results showed that the level of literacy and numeracy resilience of students nationally from the elementary school level to the same level was highest for female students with a percentage of 11.28% for the level of literacy endurance and numeracy endurance level. the field is at a percentage of 5.97%. for male students. Based on the analysis of the data above, it can be interpreted that from a gender perspective, girls\u27 literacy and numeracy resilience is rated higher than that of boys. This finding still needs to be strengthened by analyzing the data by calculating in more detail the effect of education level. The literacy and numeracy resilience profile describes the social dynamics that are determined by the level of education. This proves that resilience is not limited by gender but is also related to the learning process experienced by different students.https://research.acer.edu.au/ical/1012/thumbnail.jp