Reporting and Comparing School Performances

This report provides advice on the collection and reporting of information about the performances of Australian schools. The focus is on the collection of nationally comparable data. Two purposes are envisaged: use by education authorities and governments to monitor school performances and, in particular, to identify schools that are performing unusually well or unusually poorly given their circumstances; and use by parents/caregivers and the public to make informed judgements about, and meaningful comparisons of, schools and their offerings. Our advice is based on a review of recent Australian and international research and experience in reporting on the performances of schools. This is an area of educational practice in which there have been many recent developments, much debate and a growing body of relevant research

Profiles of learning. The Basic Skills Testing Program in New South Wales 1989

The 1989 Basic Skills Testing Program in New South Wales provides the most comprehensive picture yet compiled of literacy and numeracy learning in Australian primary schools. In 1989, some 53,800 Year 6 students in NSW government schools were tested in five aspects of literacy and numeracy. Another 2,300 Year 3 students took part in a pilot study. This book discusses the writing of the tests, the analysis of results, and the reporting of results to parents, teachers and schools. The aim of the basic skills tests is to describe, in positive terms, the skills that students have mastered, to identify areas in which students have special strengths and weaknesses, and to provide guides to further learning. The picture that emerges from this study is of widespread success in learning. The results point to much good teaching and a fine start in learning for most primary students. But this generally optimistic picture is over shadowed by the performances of some students who have not yet mastered essential Year 6 skills. Part I of the book describes the skills typical of students performing at each of five skill levels in each of five areas of learning (Reading, Language, Number, Measurement, and Space) on the tests. Part II shows how different subgroups of students performed on the tests. Results on each aspect of literacy and numeracy are reported separately for girls and boys, students with non-English-speaking backgrounds, Aboriginal and Torres Strait Islander students, and several age groupings. Part III explains and gives examples of reports mailed to parents, more detailed reports given to teachers, and summary tables generated for each school. Part IV describes procedures used to develop BSTP tests and to analyze students\u27 results in preparation for reporting. Numerous test items are presented

Attitudes, intentions and participation

Siek Toon Khoo and John Ainley examine how attitudes influence decisions to continue with school and education beyond school. Using data from 13,600 young people who were sampled when they were in Year 9 of school in 1995 and whose educational and occupational activities have since been followed annually, they found a strong relationship between intentions at Year 9 and the course of subsequent educational participation

ACER Quest: the interactive test analysis system. Version 2.1.

This is a guide to using Quest. Quest offers a comprehensive test and questionnaire analysis environment by providing a data analyst with access to the most recent developments in Rasch measurement theory, as well as a range of traditional analysis procedures. It includes an easy to use control language with flexible and informative output. Quest can be used to construct and validate variables based on both dichotomous and polychotomous observations. It scores and analyses such instruments as multiple choice tests, Likert type rating scales, short answer items, and partial credit items. Download the legacy ACER Quest software here Download the legacy ACER Quest source code herehttps://research.acer.edu.au/measurement/1002/thumbnail.jp

The VIT Program for Supporting Provisionally Registered Teachers : Evaluation of Implementation in 2005.

The VIT’s Program for Supporting Provisionally Registered Teachers and its registration procedures are increasingly seen as valid and fair. The Program is generally perceived as leading to improvements in teaching practice. Principals and mentors were very positive about the program, and consistently reported high levels of satisfaction with its implementation. Research has repeatedly found that significant reforms are often accompanied by a degree of unease and resistance, and this has been the case with the introduction of the VIT standards and registration requirements. School leaders play a vital role in leading their schools through these changes. This study has found that school leaders are playing a significant role in reducing the level of unease and resistance in most schools, but they need support to ensure the requirements are manageable. It may be important to reiterate that the VIT standards processes in Victoria are in keeping with standards assessment for other professions and with educational practice in comparable countries across the world. As the VIT standards processes continue to develop and are themselves subject to review, they should greatly benefit the educational teaching and learning needs of Victorian teachers and students

Growth in Literacy and Numeracy in the First Three Years of School.

This report describes the findings from the first three years of the ACER longitudinal Literacy and Numeracy Study (LLANS). The longitudinal study was established in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of school. A nation wide sample of 100 schools was selected in proportion to the population of each state and territory and ten students were randomly selected from each of these schools. This provided a cohort for LLANS of 1000 children who commenced school in 1999. The longitudinal study continued beyond the first three years of school until 2005 when the students in the sample were in year 6

General Growth Mixture Modeling for Randomized Preventive Interventions

This paper proposes growth mixture modeling to assess intervention effects in longitudinal randomized trials. Growth mixture modeling represents unobserved hetero-geneity among the subjects using a finite mixture random effects model. The methodology allows one to examine the impact of an intervention on subgroups characterized by different types of growth trajectories. Such modeling is informative when examining effects on populations that contain individuals who have normative growth as well as non-normative growth. The analysis identi?es subgroup membership and allows theory-based modeling of intervention effects in the different subgroups. An example is presented concerning a randomized intervention in Baltimore public schools aimed at reducing aggressive classroom behavior, where only students who were initially more aggressive showed benefits from the intervention