1,721,010 research outputs found
National testing from an Australian perspective
No full textThe Australian National Assessment Program Literacy and Numeracy (NAPLAN), introduced in 2008, involves annual census testing of students in Years 3, 5, 7 and 9 in nearly all Australian schools. While this collection deals with the specific case of Australian national testing, the issues raised here have broader salience in other schooling systems around the globe. This program is managed by the Australian Curriculum Assessment and Reporting Authority (ACARA), which was established to oversee national testing and the new Australian curriculum. NAPLAN is managed by ACARA, which was specifically established under national legislation to develop an Australian curriculum and the National Assessment Program. However, in this chapter the focus is on the perceived impacts of national testing on student wellbeing. Despite intentions for NAPLAN to help target educational interventions, Cumming, Wyatt-Smith and Colbert show that teachers in their study did not find that it aided timely identifications of, or interventions with, students at risk in literacy and numeracy
The life of data: Evolving national testing
No full textThis chapter is concerned with the life and time of data, seeking to understand and theorise the current and possible futures of testing, both utopian and dystopian. It considers how new relations are constructed through data, such as those resulting from National Assessment Program - Literacy and Numeracy (NAPLAN) and international testing and how they reflect a topological move within culture. The introduction of national testing has affected a different kind of space in Australian education the space of media and public debate about the aims and outcomes of schooling. Indeed, new relationships between measurement and value are being reconfigured by the proliferation of social data in multiple sites of everyday life. This chapter has also shown that NAPLAN data in Australia have a life that extends to the reworking of political systems and educational structures, to the reconfiguration of what is valued in schools and to the potential integration of that data with other testing and assessment systems
Why Do Countries Participate in PISA? Understanding the Role of International Large-Scale Assessments in Global Education Policy
No full textCamilla Addeyand Sam Sellar This chapter examines the role of international large-large scale assessments (ILSAs) in global education policy (GEP) . Firstly, the chapter theorizes ILSA participation in relation to GEP analytical frameworks and new modes of global governance. Secondly, an analysis of empirical data on ILSA participation informs discussion of rationales for participation, which are grouped under seven headings: (1) evidence for policy; (2) technical capacity building; (3) funding and aid; (4) international relations; (5) national politics; (6) economic rationales; and (7) curriculum and pedagogy. This analysis provides insight into the complexity through which the global education landscape is being constituted and suggests that uses of ILSA data are shaped by the sociopolitical contexts of participating countrie
UU Webinar 2: Sam Sellar on time and value in digitalised higher education
No full text<p>Title: The investment of time: Divergent theses on the value of higher education</p>
<p>Abstract: This webinar will focus on what is valuable in and about higher education. It will then discuss this in relation to Edtech and deliberate where Edtech can and cannot contribute to supporting the sector.</p>
<p>Speaker: Sam Sellar</p>
<p>Bio: Sam Sellar is Dean of Research (Education Futures) and Professor of Education Policy at the University of South Australia. Sam’s research focuses on education policy, large-scale assessments and the datafication of education. Sam also works closely with teacher organisations around the world to understand the impact of digitalisation on teacher professional autonomy. His most recent book is titled Algorithms of education: How datafication and artificial intelligence shape policy (University of Minnesota Press), co-authored with Kalervo N. Gulson and P. Taylor Webb.</p>
<p>Link to Sam’s website: https://people.unisa.edu.au/Sam.Sellar </p>
<p>Date of event: 22 June 2023</p>
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Contesting and capitalising on NAPLAN
No full textThis chapter focuses on the final outcome of the national test, as a valued form of capital, influencing schooling practices. The chapter draws upon Pierre Bourdieu's theory of practice, particularly his concept of society as comprising distinctive social fields, and collective habitus of those who comprise these fields, as a result of the particular resources or capitals, which they possess. Bourdieu's theory reveals the nature of the capitals at stake in this work, and the contestation that attends this capital accrual process. In the research presented, discourses around national testing constituted a teaching habitus disposed to responding to such testing, this is reflective in the sometimes expansive accounts teachers and principals gave of the nature of their work around NAPLAN, including varying degrees of support for and opposition to, the testing regime. Seeking ways to support more educative practices, is crucial for challenging the valorization of such test results as the forms of capital of most worth
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