Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate studen ....Improving outcomes through accessible assessment and inclusive practices. Complex assessment tasks and pedagogies present barriers to the learning and achievement of students with disability, including those with language and/or attentional difficulties. This research will test: 1) whether accessible assessment task design leads to improved student outcomes; 2) whether enhancing teachers’ inclusive practice improves student access to formative assessment pedagogies, enabling more accurate student understanding of assessment aims and requirements; and 3) how improvements in task design and teacher practice can be sustained and upscaled across secondary school departments. Expected outcomes of international significance are more inclusive learning and assessment practices with the potential to benefit all students.Read moreRead less
Effective Teacher-Based Assessment Adjustments for Students with Disability. The Australian Curriculum and Disability Standards for Education create high expectations for education of students with disabilities. Teachers are to address the diversity of student learning needs in their classes, and make adjustments to school-based assessments that enable students with disabilities to demonstrate their learning. Recent reports identify inconsistent practice in schools and the need for evidence-base ....Effective Teacher-Based Assessment Adjustments for Students with Disability. The Australian Curriculum and Disability Standards for Education create high expectations for education of students with disabilities. Teachers are to address the diversity of student learning needs in their classes, and make adjustments to school-based assessments that enable students with disabilities to demonstrate their learning. Recent reports identify inconsistent practice in schools and the need for evidence-based guidance to inform these adjustments. This longitudinal project involves researcher-teacher collaboration and aims to identify effective assessment adjustments for secondary school students with disabilities, develop system-level protocols for adjustments, and meet national goals of improved education outcomes for these students.Read moreRead less
Tracking student outcomes: expanding the International Study of City Youth. The project is intended to expand the International Study of City Youth (ISCY), an Australian-led international longitudinal study, which tracks students in 12 cities through their final years of school and post-school transitions. The project plans to re-contact a larger sample of students than in the original ISCY study design, to increase the study’s scope and impact. Through partnership with the Victorian Curriculum ....Tracking student outcomes: expanding the International Study of City Youth. The project is intended to expand the International Study of City Youth (ISCY), an Australian-led international longitudinal study, which tracks students in 12 cities through their final years of school and post-school transitions. The project plans to re-contact a larger sample of students than in the original ISCY study design, to increase the study’s scope and impact. Through partnership with the Victorian Curriculum and Assessment Authority, it also aims to analyse achievement data for participating students and test students’ cognitive and non-cognitive skills at the point of leaving school. This is intended to address the demand from Australian education policy-makers and providers for better measures of system performance at senior secondary level.Read moreRead less
An investigation of school and teacher use of National Assessment Program Literacy and Numeracy (NAPLAN) for student learning improvement. This project will examine how schools and teachers use National Assessment Program Literacy and Numeracy (NAPLAN) outcomes to improve student learning, the main purpose of such testing programs. The project will include the first comprehensive and large-scale State and Territory survey of school practices.