Reimagining classroom assessment and feedback to meet learner needs

The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford student agency, and enhance student learning outcomes. Key learnings from recent research in primary and secondary education contexts are synthesised to provide state-of-the-art insights for shaping policy, practice and future research

Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing

This study concerns the comparison of three approaches to assessment: Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Although the three approaches claim to be beneficial with regard to student learning, no clear study into the relationships and distinctions between these approaches exists to date. The goal of this study was to investigate the extent to which the three approaches can be shaped into an integrative formative approach towards assessment. The three approaches were compared on nine characteristics of assessment. The results suggest that although the approaches seem to be contradictory with respect to some characteristics, it is argued that they could complement each other despite these differences. The researchers discuss how the three approaches can be shaped into an integrative formative approach towards assessmen

School Improvement Tool: A summary of the underpinning research

In 2023, ACER published the School Improvement Tool (SIT), the second iteration of the National School Improvement Tool (NSIT). A comprehensive review of international research was undertaken to inform the development of the SIT which consists of nine inter-related domains that describe the practices of highly effective schools and leaders. This document provides a summary of research evidence that underpins each of the nine domains of the SIT. Acknowledging interdependencies between domains, it presents a narrative of key evidence and research-based considerations for each domain. Further detail about the evidence for each domain can be found in the School Improvement Tool Literature Review

School Improvement Tool: Literature review

The School Improvement Tool identifies practices of highly effective schools and schools which have undergone substantial improvement, based on evidence from the international literature. It is made up of nine inter-related domains, or areas of practice. This literature review presents a thematic synthesis of the research evidence across the nine domains of the School Improvement Tool. This review underpinned the development of the School Improvement Tool, as the Second iteration of the National School Improvement Tool

Schools as Community Hubs. Literature Review

This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed

School Improvement Tool Elaborations: Student engagement and wellbeing. Background report and literature review

This literature review outlines the evidence that underpins the development of a set of evidence-informed elaborations, or specific practices, that support student engagement and wellbeing across the 9 domains of the National School Improvement Tool (NSIT). These observable, measurable practices to support student engagement and wellbeing have been developed from a review of relevant literature in the areas of socio-emotional learning (SEL), health and wellbeing, student engagement and a sense of belonging, and motivations for engagement. They also take account of commissioned research reports by the Queensland Department of Education and the Department\u27s (2018) approach to student learning and wellbeing across the whole school: creating safe, supportive, and inclusive environments; building the capability of staff, students and the school community; and developing strong systems for early intervention. The Department of Education Queensland engaged the Australian Council for Educational Research (ACER) to elaborate the evidence underpinning the National School Improvement Tool (NSIT) as it relates to student wellbeing and engagement to produce a set of related practices or elaborations to support schools to improve their practice. The overarching research questions were: How do student engagement, wellbeing and learning outcomes relate? What is the evidence relating to whole-of-school approaches to student engagement and wellbeing? What are the evidence-based practices that lift student engagement and wellbeing, alongside academic gain, as aligned with each of the 9 National School Improvement Tool domains

Next-generation care pathways for allergic rhinitis and asthma multimorbidity:a model for multimorbid non-communicable diseases-Meeting Report (Part 1)

International audienceIn all societies, the burden and cost of allergic and chronic respiratory diseases are increasing rapidly. Most economies are struggling to deliver modern health care effectively. There is a need to support the transformation of the health care system for integrated care with organizational health literacy. MASK (Mobile Airways Sentinel NetworK) (1), a new development of the ARIA (Allergic Rhinitis and its Impact on Asthma) initiative, and POLLAR (Impact of Air POLLution on Asthma and Rhinitis, EIT Health) (2), in collaboration with professional and patient organizations in the field of allergy and airway diseases, are proposing real-life integrated care pathways (ICPs) (3)-centred around the patient with rhinitis and using mHealth monitoring of environmental exposure (4).An expert meeting took place at the Pasteur Institute in Paris, December 3, 2018. The aim was to discuss next-generation care pathways: (I) Patient participation, health literacy and self-care through technology-assisted “patient activation”; (II) Implementation of care pathways by pharmacists and (III) Next-generation guidelines assessing the recommendations of GRADE guidelines in rhinitis and asthma using real-world evidence (RWE) assessed by mobile technology.The EU (5) and global political agendas are of great importance in supporting health care transformation. MASK has been recognized by DG Santé as a Good Practice (6) in the field of digitally-enabled, integrated, person-centred care.The one-day meeting objectives were clear (Figure 1). The meeting was followed by a workshop. The present paper reports the background of the two-day meeting

ARIA digital anamorphosis : Digital transformation of health and care in airway diseases from research to practice

Digital anamorphosis is used to define a distorted image of health and care that may be viewed correctly using digital tools and strategies. MASK digital anamorphosis represents the process used by MASK to develop the digital transformation of health and care in rhinitis. It strengthens the ARIA change management strategy in the prevention and management of airway disease. The MASK strategy is based on validated digital tools. Using the MASK digital tool and the CARAT online enhanced clinical framework, solutions for practical steps of digital enhancement of care are proposed.Peer reviewe