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DOCUMENT RESUME ED 477 473 TM 035 000 Research Highlights. TITLE INSTITUTION Australian Council for Educational Research, Melbourne. 2002-00-00 PUB DATE NOTE 23p. Reports PUB TYPE Descriptive (141) EDRS Price MF01/PC01 Plus Postage. EDRS PRICE DESCRIPTORS Academic Achievement; *Achievement Tests; *College Entrance Examinations; Educational Change; *Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; Program Descriptions; Test Construction IDENTIFIERS *Australian Council for Educational Research; Indonesia ABSTRACT This report presents highlights of the research activities of the Australian Council for Educational Research (ACER). The ACER is a national independent research body that specializes in collecting and interpreting information to shape strategic decision making. In addition to being a national center for educational policy research and advice, ACER designs and manages large-scale assessment projects and developes a range of professional resources for practitioners in Austraia and other countries. The projects highlighted in this report are: a study of civic education (1) involving 90,000 students in 28 countries, including Australia; a study (2) of educational reform in Indonesia; (3) development of an assessment of general attributes and skills for college entrance in Australia; (4) initiatives on using student achievement data to improve learning; (5) development of online student assessment resources; (6) development of professional standards for teachers of science; (7) research on numeracy and "at risk" students; (8) developing lifelong learning in secondary schools; and (9) the application of ACER expertise to driving tests. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. e AM k I U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization b. Morris originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy 1 .0 --, I. 3EST COPY AVAILABLE LIE '31E gIr COPY AVAIILA it) tL 6 Australian Council 2 for Educational Research Room for improvement in 4 civic education 6 Reform of Indonesia's education system Working with universities to enhance 8 selection Using student achievement data to 10 improve learning Online school assessment resources 12 Professional standards for teachers 14 of science Improving numeracy learning 16 Developing lifelong learning in 18 secondary schools Applying ACER expertise to 20 driving tests 2002 Australian Council for Educational Research ABN 19 004 398 145 www.acer.edu.au 3 1 Australian Council for Educational Research The Australian Counci0 for Blending solid experience and creative talent with established methodologies, ACER is Educatllon I vesearch (ACER) a full-service research consultancy specialising in provides state-of-the-art collecting and interpreting information to shape educ tionall rese &rc il?, tools strategic decision making. anal services One of our greatest strengths is our people. Our of bring researchers years many 1930 as Australia's Established in leading experience to their projects, and skills in a independent educational research organisation, range of disciplines and research methods. ACER has a long history and solid reputation as a provider of reliable support to education addition to being a national centre for In policy makers and professional practitioners. educational policy research and advice, ACER designs and manages large-scale assessment Today, ACER is one of the world's leading projects and develops a range of professional education research centres, committed to resources for practitioners. distributing creating and research-based knowledge, products and services to improve Assessment services learning across the lifespan in both formal and ACER provides secure, fee for service testing informal settings. programs to schools, universities, employers What we do and professional organisations. These programs include selection tests for ACER is of provision the leader in a entry to schools and universities, scholarship quality research, both within Australia and tests, and tests for diagnostic and monitoring internationally. purposes. As a national, independent research body, we bring a high level of expertise and objectivity to Library resources our work. Library Cunningham ACER's provides educators with access to more than 50 000 books, 400 professional journals, and numerous conference papers and reports. The library also offers a variety of online information services, including library electronic catalogues, databases, literature searches and document delivery services. Publications 4111111111441/4 ACER publishes and sells an extensive range of professional resources such as tests, kits, books and software to practitioners in parent education, psychology, education and human resources. 2 `Creating and disseminating research-based knowledge and tools to improve learning.' r cap Mites Our international work ACER offers all the services you would expect to find a leading educational research in ACER works in an increasingly international organisation. context. Policy research ACER has provided professional development assessment and educational programs in a crucial element of informed Research is evaluation to ministries of education throughout Our research projects decision making. the Asia-Pacific, and through projects funded by investigate topics of importance to education agencies such as AusAID and the World Bank, and training, and play a major role in shaping we are working to support educational reform education policy. and development in a number of countries. Educational measurement [International achievement studies Our educational measurement work covers In addition to managing the OECD-PISA project areas of the curriculum and sectors all all to assess the mathematical, scientific and include test of education. ACER activities reading literacy skills of 15-year-olds in about development, test administration, data coding, 50 countries, ACER has been responsible for data analysis and the development of candidate, the Australian component of studies conducted group and system reports. for the by the Association International Evaluation of Educational Achievement (IEA). Teaching and learning Third the included These studies have ACER has an interest in the development of International Mathematics and Science Study teachers as professionals and in the relationship (TIMSS) and associated follow-up research, and between teacher learning and improved student the Civic Education Study. learning. Our current work includes an of the Aid-funded projects of professional role investigation standards in improving teacher practice. In collaboration with IDP Education Australia, ACER has undertaken an AusAID-funded Large-scale s rvey research development and training project to improve ACER has an established reputation in large- the secondary school examination system in scale survey research. Our current activities Cambodia. include the OECD Programme for International We have also completed a project to analyse Student Assessment (PISA) and work for the baseline census data on primary schools and Third International Mathematics and Science teachers in Vietnam. Study (TIMSS). And in a project funded by the World Bank and Longitudinal surveys Japanese Government, we have provided advice the Philippines on student and training in ACER also has considerable experience in the teacher-based testing achievement and surveys. Since the conduct of longitudinal assessment strategies. 1970s, the Longitudinal Surveys of Australian Youth have followed the progress of young for world-wide demand With increased Australians to provide a better understanding of educational research, ACER is well-placed to transitions between school, post-secondary provide leading-edge capabilities to improve education and work. tertiary at home, school, learning in in education institutions and within the workplace. 3 Room for improvement in civic education What do young people in Australia's involvement in the International Association for the Evaluation of Educational Australia know and believe Achievement (IEA) Civic Education Study was about democracy compared to funded by the Commonwealth Government, their peers around the world? and the Australian component of the project Do they understand how was undertaken jointly by ACER and the University of Canberra. The study surveyed dem cratic institutions work? over 3300 students and 352 teachers in Do they expect to vote and 142 schools throughout Australia in 1999. take part in other civic The international report was released in March 2001, and the Australian national activities as adults? report in March 2002. Answers to these questions were revealed in most countries Students in had an a five-year cross-national research project understanding of fundamental democratic involving a total of 90 000 students from but depth institutions values of and 28 countries, including Australia. understanding was a problem. Results revealed The study found that of 28 countries involved in that 75 per cent of Australian students the test of civic knowledge, Australia was placed recognised the importance of having more than eleventh, in the 'average achievement group' one political party. The rate was similar for with Hungary, Slovenia, Denmark, Germany, students elsewhere in the world. Australian Federation, Russian England, Sweden, students demonstrated a strong commitment Switzerland and Bulgaria. Australia was placed to democracy, but they had difficulty with behind Poland, Finland, Cyprus, Greece, Hong questions about the forms and purposes of Kong, USA, Italy, Slovak Republic, Norway and democracy; only half of those surveyed had a Czech Republic, which were in the 'above grasp of the essential pre-conditions for average achievement group'. a properly working democracy. throughout people the Young world agreed that good citizenship includes the obligation to vote. In Australia, 89 per cent thought it important that citizens vote, and 85 per cent expected to vote as adults. Only 55 per cent believed they learn about the importance of voting in school. director project of The the Australian component of the study, ACER Research Fellow, Ms Suzanne Mellor, said that aside from voting, the report found that students are sceptical about traditional forms of political engagement. rt. Photos supplied by the Australian Electoral Commission. Photographer: Arthur Mostead. 4 Ise read the. rttchons our lot paver MOM OWNS MEM _., 'Australian students, like those internationally, do not intend to participate in conventional political activity, other than voting. Eighty-nine ax or per cent do not expect to join a political party, 76 per cent do not expect to write letters to newspapers about social or political concerns, Almost all teachers (98 per cent) believed that and 87 per cent do not expect to be a candidate for a local or city office,' Ms Mellor said. 'teaching civic education makes a difference for students' political and civic development' 'However, Australian students indicated they 'it matters a great deal for our and that were prepared to be involved in civic life, with country'. While only a quarter of the teachers 62 per cent saying they would collect money surveyed had initial training in civic education, for a social cause. More than three quarters almost three quarters of them had since believed students could make a positive undertaken professional development in this contribution when they participate in school that training indicated They area. and governance, but only one third of them had curriculum materials are needed to support done so.' civic education learning. Students in the international study were drawn 'In Australia, civic knowledge was lower than to television as their source of news. Television international the civic average, and news was the preferred source of information engagement was also down. But the study's for 80 per cent of Australian students, though results suggest that student participation in about two-thirds of them also read about what for example by being a school governance was happening in this country and in other member of a school council helps build countries in the newspapers, and 62 per cent of the students' confidence value in listened to radio news. Watching television participation and is correlated with their civic frequently was associated with higher civic knowledge and likelihood of voting.' knowledge. In Australia, this had a greater effect than for students internationally. Professor Masters recommended that policy students teachers, parents makers, and Students around the world were supportive of continue to examine the of role civic the political rights of women and of immigrants. education in the school curriculum to ensure In Australia, 90 per cent of students agreed that that Australia's citizens of the future are well women should have the same rights as men, prepared for their role in a democratic society. and 93 per cent agreed that women should be entitled to equal pay for the same job. In all Further information countries females demonstrated much more support than males for women's rights. Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. (2001). Citizenship and Education in All educators in Australia should familiarise Civic Knowledge and Twenty-Eight Countries: themselves with the report, according to Engagement at Age Fourteen. Amsterdam: lEA Professor Geoff Masters, Chief Executive 2001. (available from www.iea.nl) Officer of ACER. Kennedy, K. & Greenwood, L. Mellor, 'Schools can help to build more civic-minded S., (2002). Citizenship and Democracy: Students' students by paying attention to this area of the curriculum and by generating diverse Knowledge and Beliefs, Australian Fourteen Year Olds and the lEA Civic Education Study. (available co-curricula activities for students,' Professor from www.acer.edu.au) Masters said. 7 Reform of Indonesia's education system ACER is playing a part in The proposed education reform will involve: developing competency-based national a helping Indonesia achieve its curriculum framework assessment and education goals designed both to maintain unity and to allow for diversity; developing systems of public Most Australians are well aware of the recent accountability and quality assurance that will momentous political and social changes in increase public satisfaction with education; Indonesia. However, few would know that and decentralising aspects of management in our northern neighbour also currently is order to make the best use of resources. engaged in major educational reform. These changes are likely to have far reaching effects In terms of curricular change, this means local on Indonesia's social, cultural and economic districts are being encouraged to interpret future. the nationally mandated competency-based curriculum in locally relevant ways much Through the Commonwealth Department of like the way in which, in Australia, a system- Education, Science and Training, ACER and level outcomes or standards framework is the Curriculum Corporation were contracted interpreted via learning programs devised at support the to of Institute Indonesian the school level. Research and Development (BALITBANG) in curriculum and assessment reform. Director, Project ACER's Juliette Ms Mendelovits said 'The curriculum has been Although there have been a number of crowded with many subjects and students are educational reforms since Indonesia gained predominantly engaged in memorising many independence in the late 1940s, the education discrete pieces of information. system has remained highly centralised and the curriculum has been dominated by rote `The curriculum and assessment reforms now of memorisation. learning One and being envisaged are directed at active learning, Indonesia's national priorities is to develop a fostering students' abilities to develop deep curriculum appropriate to a global and understandings, to think independently and democratic society. critically, and to solve problems. Another plank of the reforms to allow crucial is diversity within syllabuses, while regional maintaining national standards and priorities.' The national examinations at the end of primary, junior secondary and senior secondary school (Ebtanas examinations) have been in the `It's exciting to be involved in a form of multiple-choice tests constructed in ways that can encourage rote learning. process that potentially could have such a big effect on so As a first step, the Year 6 Ebtanas has recently been abolished, to be replaced with school- many people's lives.' based assessments. The intention is that the style of assessment will change from its current focus on memorisation to include more interpretive and reflective tasks. BEST COPY AVAILABLE ' [Implementing the reforms The new competency-based curriculum, which has been developed over several years by the curriculum section of BALITBANG, is being implemented in stages over three years. The full implementation of the competency- based curriculum will be in place by the middle of 2005. With such diverse vastly-spread large a population, implementing reform in Indonesia is a complex process demanding of professional and material resources. The basic methodology being adopted for curriculum reform is a A school in Jogjakarta. Photo courtesy of Joan Holt, Curriculum Corporation. cascade model, in which members of a small group of professionals are trained to become and evaluation of the first year of the mini-pilot trainers and leaders in their own right. They in of the curriculum in Java, with an emphasis on turn then provide training to larger groups of the provision of professional support and professionals, and so on. development for teachers. ACER prepared a twenty-seven schools from three manual for teachers on classroom-based Initially, provinces of Java are participating assessment reflecting the competency-based in a mini-pilot of the draft curriculum through curriculum, which BALITBANG plans to training workshops. The content of these translate and disseminate. be reinforced through a workshops will BALITBANG ACER advising also is of short manuals on implementing pair centre national Examinations staff on strategies for competency-based learning, and strategies for both system-level monitoring classroom-based assessment methods. and national assessments. clear that many of the ideas we 'It is This project builds on ACER's work with the presented at the workshop were quite new to Indonesian education system. Over the last the teachers and that further elaboration and few years, a number of BALITBANG's staff reinforcement of the will practices be have received training in Melbourne. ACER's needed,' said Ms Mendelovits. Director of International Development, Mr Peter McGuckian, also worked with 'But, judging by our reception, teachers are joint to BALITBANG staff develop very interested and there is a real appetite for a that provided cooperation agreement change. And for us, it's exciting to be involved institution-to-institution framework for an in a process that potentially could have such a the .project. big effect on so many people's lives.' Although this AusAid-funded project was ACER and Curriculum Corporation have completed in 2002, the working relationships BALITBANG developing assisted in a established between Australian and Indonesian framework for curriculum and assessment educational researchers will continue. reform as the basis for public discussion. Their role also involved planning, implementation Working with universities to enhance selection n ACE test to assess general However, there is now widespread agreement that other qualities are also important in our skills and personal qualities is future doctors and health science graduates. used in the select' n pros ss now community The health demands for students in the health professionals who have a demonstrated ability relate to their to communicate with and professions patients, in addition to having highly developed levels of skill within their field. Concerns about selecting students for high prestige professional courses in medicine and Most universities now use a range of methods other health sciences on the basis of Equivalent to select these students, including interviews National Tertiary Entrance Rank (ENTER) alone and entrance tests. ACER plays a significant role have led to the widespread introduction of their assisting Australian universities in in selection procedures that include interviews selection of appropriate applicants for entry to medical and other health science degrees. and assessment of skills in problem solving and general reasoning as well as personal qualities. The Undergraduate Medicine and Health first (UMAT), Admission Test There are far more academically Sciences usually developed by ACER for the University of qualified applicants than there are places in Newcastle 12 years ago, is now widely used by professional degree programs. Until recently, Australian universities to select undergraduate into medicine and health science selection students for medical, dental and physiotherapy courses was often based entirely on academic courses. UMAT is currently used for admission criteria, requiring a very high school leaving to Adelaide undergraduate medicine at score based on studies in maths and science. University, Monash University, the University of Melbourne, the University of Newcastle, the University of New South Wales, the University of Queensland, the University of Western AS. Australia and the University of Tasmania. In addition, it is used for admission to dentistry at t of University Adelaide University, the Melbourne and the University of Western Australia; and for admission to physiotherapy at In 2003 the the University of Melbourne. University of Otago in New Zealand will use UMAT in the selection of medical students. Another test developed by ACER, the Graduate Medical School Admissions Test Australian (GAMSAT), is used to select graduates for entry into four-year medical degree programs at Flinders University, the University of Melbourne (41/2 years), the University of Queensland, and University of Sydney, with the new the Australian National University medical school joining in 2003. ACER has a central role in the UMAT program test the developing associated and I0