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139 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1972.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD
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Research Interests: Psychology and Reading
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The creation and implementation of the Australian Curriculum in schools across the country is a significant moment in Australian education history. Discussion on curriculum is always lively and stirs the passions.
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In an attempt to resolve conflicting conclusions arising from previous analyses, the LISREL method of Jöreskog was applied to the data of Kropp and Stoker. It was found that the simplex assumption underlying Bloom's taxonomy is... more
In an attempt to resolve conflicting conclusions arising from previous analyses, the LISREL method of Jöreskog was applied to the data of Kropp and Stoker. It was found that the simplex assumption underlying Bloom's taxonomy is supported when the knowledge category is deleted from the taxonomy.
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This paper summarizes the results of a number of Queensland studies of selection of students for admission to tertiary institutions. Data presented allow a comparison of external public examinations, school assessments moderated through a... more
This paper summarizes the results of a number of Queensland studies of selection of students for admission to tertiary institutions. Data presented allow a comparison of external public examinations, school assessments moderated through a process of teacher consultation, and school assessments moderated by rescaling against a measure of scholastic aptitude in terms of their use as a basis for such selection. The value of each approach for students and tertiary institutions is considered and appropriate selection indices for each are described. Evidence of the validity of the scholastic aptitude measure for the rescaling task and of the predictive validity of all the different selection indices is provided. This evidence suggests that statistically rescaled teacher assessments predict tertiary success as effectively as external examinations.
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ABSTRACT Following a growing awareness that many countries are moving from an industrial-based to information-based economy and that education systems must respond to this change, the Assessment and Teaching of Twenty-First Century Skills... more
ABSTRACT Following a growing awareness that many countries are moving from an industrial-based to information-based economy and that education systems must respond to this change, the Assessment and Teaching of Twenty-First Century Skills Project (ATC21S) was launched at the Learning and Technology World Forum in London in January 2009. The project, sponsored by three of the world’s major technology companies, Cisco, Intel and Microsoft, included the founder countries Australia, Finland, Portugal, Singapore and England, with the USA joining the project in 2010. An academic partnership was created with the University of Melbourne. The directorate of the research and development program is situated within the Assessment Research Centre at that university. Two areas were targeted that had not been explored previously for assessment and teaching purposes: Learning Through Digital Networks and Collaborative Problem Solving. The project investigated methods whereby large-scale assessment of these areas could be undertaken in all the countries involved and technology could be used to collect all of the data generated. This in turn was expected to provide data from which developmental learning progressions for students engaged in these twenty-first century skills could be constructed. This project has major implications for teaching and education policies for the future.
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there is a very real sense in which academics are responsible to but not accountable to their students and the community. There is a sense in which the academic must try to give the students and the community not what they want but what,... more
there is a very real sense in which academics are responsible to but not accountable to their students and the community. There is a sense in which the academic must try to give the students and the community not what they want but what, in professional judgement, they need. Certainly, institutions which do value their autonomy will heed the advice of Harman and Johnson and be seen to be doing much more to ensure their own quality control and to review their own programs.
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Through this feature the Journal seeks to provide brief accounts of significant current innovation and research in Australia, and, in some issues, also in Papua New Guinea. The topics covered include administration, curriculum and... more
Through this feature the Journal seeks to provide brief accounts of significant current innovation and research in Australia, and, in some issues, also in Papua New Guinea. The topics covered include administration, curriculum and objectives, teaching and learning, measurement and research methodology, student development and personnel services, social context of education, and history. The reports-each about 500 words-outline salient aspects of the work and provide details for readers seeking to obtain information. Readers wishing to submit reports are invited to contact the following : Queensland : G. W. Bassett, University of Queensland. Victoria : Millicent E. Poole, La Trobe University. South Australia : N. A. Nilsson, Flinders University. Western Australia : K. F. Punch, University of Western -4ustralia. Tasmania : N. H. Campbell, Department of Education, Hobart. N.S.W. : G. H. Watts, Cumberland College of Health Sciences, Sydney. A.C.T. : R. D. Traill, Canberra College of Advanced Education. Northern Territory : J. M. Grant, Department of Education, Darwin. Papua and New Guinea : S. G. Weeks, University of Papua New Guinea. Four of the reports included in this issue were drawn from papers presented by the contributors a t the Annual Conference of the Australian Association for Research in Education (AARE) in Brisbane in November 1976.
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Societies continue to have high expectations of education. There may be disappointment with the current achievements of education systems but commitments to change and reform bear testimony to an underlying faith that education has much... more
Societies continue to have high expectations of education. There may be disappointment with the current achievements of education systems but commitments to change and reform bear testimony to an underlying faith that education has much to offer - to individuals and to societies as a whole.
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Education policy often seems to be based on intuition, ideology or conventional wisdom about what works. With a base as insecure as this, policy change can be frequent and inadequately justified so many countries are currently seeking to... more
Education policy often seems to be based on intuition, ideology or conventional wisdom about what works. With a base as insecure as this, policy change can be frequent and inadequately justified so many countries are currently seeking to build a more secure evidence base for policies. This paper gives examples of quantitative bases that can offer some guide to policy options and examines ways in which more might be achieved. It reviews current debates about the applicability of randomised control trials and other approaches in the evaluation of education policies and programs. 2. INCREASED IMPORTANCE OF EDUCATION POLICY There is growing international evidence confirming the importance of education to economic growth. The OECD Growth Study shows that the estimated long-term effect on economic output of one additional year of education, on average, for the working-age population in the OECD area generally falls between 3 and 6% (cited in OECD, 2005, p.144). With data from the International Adult Literacy Survey, Coulombe et al. (2004) show that a country able to attain literacy scores 1 per cent higher than the international average will achieve levels of labour productivity and GDP per capita that are 2.5% and 1.5% higher, respectively, than those of other countries. There are also benefits for individuals from increased education and training in terms of higher salaries and improved employment opportunities (OECD, 2004c, pp.183‐224; OECD, 2005, pp. 100‐143). Recognition of these benefits is evident in the priority being given to education in many countries. In the US, a Republican President in the 1980s considered closing the federal Department of Education and leaving education policy to the States in line with constitutional provisions. Twenty years later, a Republican President made education reform the subject of the first domestic legislation of his administration. In the UK in the 1990s, the Prime Minister declared before his first term that his top three priorities would be “education, education, education”. In subsequent terms, the high priority for education has remained. In 2000, the European Union (EU) Heads of State established the goal of the EU becoming “the most competitive and dynamic knowledge-based economy in the
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A variety of methods are used to assess secondary school seniors in Australia to determine college admission: locally-developed achievement tests in curricular subjects; external achievement tests; and general aptitude tests, such as the... more
A variety of methods are used to assess secondary school seniors in Australia to determine college admission: locally-developed achievement tests in curricular subjects; external achievement tests; and general aptitude tests, such as the Australian Scholastic Aptitude Tests. Testing problems include aggregating and rescaling of scores...
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In their reactions to my paper, the four authors provide comments that are illuminating and helpful for continuing discussions of the nature and utility of quantitative, comparative, international studies of educational achievement. In... more
In their reactions to my paper, the four authors provide comments that are illuminating and helpful for continuing discussions of the nature and utility of quantitative, comparative, international studies of educational achievement. In this response, I comment further on the issues of test characteristics, sample design, culture and causation.
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Education serves important social and individual needs. In their Melbourne Declaration on Educational Goals for Young Australians in 2008, the nine education ministers in Australia defined a broad social goal for schooling in declaring... more
Education serves important social and individual needs. In their Melbourne Declaration on Educational Goals for Young Australians in 2008, the nine education ministers in Australia defined a broad social goal for schooling in declaring that 'Australian governments, in collaboration with all school sectors, commit to promoting equity and excellence in Australian schooling'.
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In this chapter I will provide the answers to three questions. How good is Australian school education? How fair is Australian school education? How could we do (even) better? To assess Australian school education we could take two... more
In this chapter I will provide the answers to three questions. How good is Australian school education? How fair is Australian school education? How could we do (even) better? To assess Australian school education we could take two approaches. One would be to compare it with the past; the other would be to compare it with education in other countries in the present. Comparisons with the past are very difficult to make if we want to use more than adults' fading memories of their own childhood and, worse, memories that are often filtered through rose-coloured glasses. Such empirical evidence from the past as exists is difficult to interpret. Old curricula and examination papers give some notion of what students were expected to learn but, in the absence of marked student responses to examination papers, we can gain little appreciation of exactly what was required. We would also need good information on the nature of the student cohort. It is better to use current international comparisons where possible. I will draw data provided by the Organisation for Economic Cooperation and Development (OECD), most particularly its Programme for International Student Assessment (PISA). PISA provides direct, internationally comparable assessments of the achievements of 15-year-olds in school.
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... Page 3. Testing in Education 3 ... DIFFERENTIATION BY PURPOSE NOT PSYCHOMETRIC THEORYNumeracy and Literacy in Victoria The differentiation of approaches to assessment by purpose rather than by psychometric theory is well illustrated... more
... Page 3. Testing in Education 3 ... DIFFERENTIATION BY PURPOSE NOT PSYCHOMETRIC THEORYNumeracy and Literacy in Victoria The differentiation of approaches to assessment by purpose rather than by psychometric theory is well illustrated in the strategy we adopted in ...