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A policy model for implementing online social moderation to develop professional learning standards
No full textSocial moderation is critical to ensuring shared understandings of student performance or product quality, assessment standards and consistent results of teacher qualitative judgments. Traditionally, social moderation meetings were conducted face to face. Communication technologies and online scoring systems enable teachers, in any location, to engage in online social moderation (OSM). Reliability data from analytical marking and comparative judgement online scoring systems can inform teachers\u27 understanding of what constitutes quality, and OSM serves to develop communities of judgement. The purpose of this study was to investigate if these systems support OSM outcomes, and if this approach was advantageous. In this paper, a model is presented that can be used by education policymakers to implement OSM. The model is an outcome of the third phase of a study that involved teachers from rural schools who used online scoring systems to assess senior secondary students\u27 digitized portfolios and used communication technologies for the purpose of OSM. The results of their judgements showed that online scoring systems and communication technologies can successfully support OSM.https://research.acer.edu.au/ical/1015/thumbnail.jp
An innovative method for teachers to formatively assess writing online
Get PDFAssessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages
Making learning visible: Moving from nouns to verbs
Get PDFThis presentation focuses on the need to make learning visible for all constituents – learners, educators, employers, policymakers and future employees – with a focus on the work of the Center for Certification and Competency-Based Education (C3Be) at the University of Kansas (USA). As K–12 and higher education move to a post-pandemic world, it’s imperative we find different ways to identify learner outcomes and evaluate learning. By moving from nouns to verbs; by moving from course titles to competencies; by moving from transcripts to learner outcomes, learning becomes visible. International educator and founding director of C3Be, Dr Diane DeBacker shows how learning is made visible through a proven process of mapping learning outcomes, assessing both new and prior learning using innovative technology, issuing stackable micro-credentials, and working with policymakers and employers to meet workforce demands
Ditch the widgets. Start investing in their amazing futures
No full textDr Daniel Edwards explores the difference in the cost of teaching university students depending on their backgrounds, and discusses the benefit of viewing this as an investment rather than a cost
Remote learning for students with a disability: Game changer or moment in time? Literature Review
Get PDFThis literature review draws from Australian and international research into the impact of remote learning for students with disability, published between March 2020 and April 2022. The literature relates to pedagogical services provided by early childhood services and schools to support students with disability, rather than therapeutic services. The social implications for students are reviewed along with educational factors, and implications for inclusion and support by schools. Following an overview of the legal and policy frameworks supporting the education of students with disability, this review investigates benefits, challenges and opportunities for both remote learning and transition back to in-person educational settings for students and their families. The themes emerging include flexible approaches to learning, connectedness and wellbeing
Infographic: Supporting students with ADHD
Get PDFNational charity ADHD Australia surveyed 1024 primary, secondary and tertiary educators in all Australian states and territories to identify their knowledge, training and experience to support students with Attention Deficit Hyperactivity Disorder (ADHD). Find out more in today’s infographic.https://research.acer.edu.au/teacher_graphics/1163/thumbnail.jp
Beyond letters and numbers: the COVID-19 pandemic and foundational literacy and numeracy in Indonesia
Get PDFIn 2020, with the COVID-19 pandemic spreading across Indonesia and around the world, INOVASI (the Innovation for Indonesia’s School Children) and the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) initiated a study of foundational literacy and numeracy learning by Indonesian students and the impact of the pandemic on this learning. The Australian Council for Educational Research (ACER) provided technical support. The study developed descriptions of literacy and numeracy achievement levels, referencing both global proficiency frameworks and Indonesia’s curriculum and assessment standards. Student results were benchmarked against descriptors of skills for the Global Proficiency Framework (GPF) Minimum Proficiency Levels (MPLs)
COVID-19 in Sub-Saharan Africa: Monitoring Impacts on Learning Outcomes: Senegal 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 Senegal. 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 Senegal, sampling outcomes are first provided, including a comparison of key characteristics of the Senegal populations participating in 2019 and 2021 assessments. Next, the learning outcomes in reading and mathematics are presented for Senegal, 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