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Australian 15-year-old students living in an integrated world
Get PDFGlobal competence is defined in the Programme for International Student Assessment (PISA) as a multidimensional capacity that encompasses the ability to examine issues of local, global and cultural significance; understand and appreciate the perspectives and worldviews of others; engage in open, appropriate and effective interactions across cultures; and take action for collective well-being and sustainable development (OECD, 2020). This report focuses on aspects of the global competence module in the PISA 2018 Student Questionnaire and the School Questionnaire. It examines aspects of data collected from student and principal self-reports from the Australian perspective. This report focuses on the similarities between students in Australia and a number of participating countries and economies, referred to as comparison countries, and similarly differences between principals in Australia and comparison countries. It also focuses on differences between students and in Australian states and territories, and between students from different demographic groups, regarding their attitudes, learning opportunities at school. The report also covers aspects of global competence from the perspective of schools and how schools promote global competence
Curriculum equality limits student progress
No full textACER Chief Executive Professor Geoff Masters AO says providing everybody with an identical solution may seem ‘fair’, but fairness depends on meeting individual needs
Australian Strategic Partnerships in Remote Education
Get PDFThis report highlights the achievements and lessons learned from the pilot stage of the Australian Strategic Partnerships in Remote Education (ASPIRE) initiative which was managed by the Australian Council for Educational Research (ACER) as part of the Australian Department of Foreign Affairs and Trade\u27s Partnerships for Recovery: Australia’s COVID-19 Development Response. In its pilot phase ASPIRE partnerships have strengthened collaboration between Australian and Indo-Pacific institutions and promoted the value of Australian expertise in remote teaching and learning to key counterparts in government, tertiary institutions, community organisations and teachers. Partnerships included: \u27Innovative Online Learning for Lao Lecturers between Monash College and the Laos Ministry of Education and Sports; \u27Reviewing Samoa’s Remote Learning Options\u27 between the Queensland Department of Education and Samoa’s Ministry of Education, Sports and Culture; and \u27Promoting Science to Students in the Pacific\u27 by the Australian National University’s Centre for Public Awareness of Science and Pacific
TIMSS 2019 Australian Year 4 and Year 8 data [SAS & SPSS]
No full textThis is a data source for the report TIMSS 2019 Australia. Volume I: Student performance. This dataset is available for download as a zipped file https://research.acer.edu.au/context/timss_2019/article/1002/type/native/viewcontent
Infographic: My Teacher alphabet #1
Get PDFWhat do you need information on? Online learning? How to support your students after the COVID-19 school closures? School leadership? How to introduce higher order thinking skills into your lesson planning? This Teacher alphabet brings you quick links to popular content from our Southeast Asia site that you might find useful.https://research.acer.edu.au/teacher_graphics/1135/thumbnail.jp
Infographic: Principal demographics
Get PDFThe annual Australian Principal Occupational Health, Safety and Wellbeing Survey collects information on the experiences of school leaders and their state of health and wellbeing. Part of the survey includes collecting demographic data on survey respondents. Here, we look at the age distribution of over 1800 respondents in 2020.https://research.acer.edu.au/teacher_graphics/1138/thumbnail.jp
Improving learning outcomes through teacher development
Get PDFThe Australian Government’s Department of Foreign Affairs and Trade (DFAT) has commissioned ACER to conduct the Teacher Development Multi-Year Series, a long-term, multi-country study to determine the extent to which Australian investments improve teaching quality and student learning. Countries involved include Timor-Leste, the three-year study focuses on Apoio Lideransa liuhusi Mentoria no Aprendizajen (ALMA) as part of the Australia-Timor-Leste Partnership for Human Development) - previously known as the Professional Learning Program; Lao PDR; and the Vanuatu Education Sector Program (VESP)
A man of measure and more: John P. Keeves 1924-2020
Get PDFJohn Philip Keeves was an eminent researcher with a lifelong quest to improve teaching and learning by being a researcher, teacher, supervisor and mentor. He produced a myriad of scholarly publications, many on topics of research design, comparative research and educational measurement. In 1962, John was recruited to the Australian Council for Educational Research and he moved to Melbourne, later becoming Associate Director from 1972 to 1977 and then Director until his retirement in 1984. During this time, he also undertook research fellowships at the Australian National University and the Institute of International Education in the University of Stockholm. After John’s retirement from ACER, he was an Emeritus Professor at both Flinders University and the University of Adelaide, where he lectured to and supervised both higher degree and doctoral students. This book honours John by bringing together memories of the man from those who knew him well, his family, his students, colleagues and friends.https://research.acer.edu.au/saier/1015/thumbnail.jp
Giving students a lesson in fake news
No full textACER Deputy CEO Dr Sue Thomson says COVID-19 has highlighted the importance of developing strong literacy skills in order to evaluate information online
Identifying and monitoring progress in collaboration skills
Get PDFThe nature of skills such as collaboration is complex, particularly given that there are internal processes at play. Inferences need to be made to interpret explicit behaviours observed from intentionally designed assessment tasks. This paper centres on the approach to develop hypotheses of skill development into validated learning progressions using assessment data. Understanding a skill from a growth perspective is essential for the effective teaching and development of the skill. The application of Item Response Theory (IRT) allows the interpretation of assessment data as levels of proficiency that we can use to map or monitor progress in collaborative skills