NDLI: Student assessment

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OECD Reviews of Evaluation and Assessment in Education: Australia 2011

Acronyms and abbreviations

Executive Summary

School education in Australia

The evaluation and assessment framework

Student assessment

Teacher appraisal

School evaluation

Education system evaluation

Conclusions and recommendations

OECD Reviews of Evaluation and Assessment in Education: Denmark 2011

OECD Reviews of Evaluation and Assessment in Education: Sweden 2011

Student assessment

Content Provider	OECD iLibrary
Organization	OECD
Abstract	Student performance in Australia is assessed by a wide range of instruments, ranging from national standardised tests to ongoing daily formative assessment in the classroom. At the national level, both full-cohort and national sample assessments of Australian students are conducted, the results from which are used as key performance measures towards national goals. At the system level, many state and territory governments administer testing with both diagnostic and monitoring purposes. States and territories are also responsible for externally-based summative assessment, in particular in view of assessing students for secondary education certification. At the school level, student assessment plays the key role in informing schools and teachers about students’ individual achievement through teacher-based summative and formative assessments. A major asset is that a coherent framework for the assessment of student learning is in place in Australia. Other strengths include the credibility of NAPLAN results among school agents; the moderation processes and dedicated tools to support student assessment; the existence of consolidated assessment practices for secondary school qualifications; good practices of formative assessment; and the reliance on teacher-based summative assessment. Priorities for future policy development include developing national consistency while respecting state and territory assessment strengths and cultures; reinforcing the assessment validity of NAPLAN; establishing safeguards against overemphasis on NAPLAN; strengthening teachers’ capacity to assess student performance against the Australian Curriculum; building teachers’ competence to use student assessment data; maintaining the centrality of teacher-based assessment; and increasing the visibility of the Australian Government’s goals for formative assessment.
Page Count	26
Starting Page	47
Ending Page	72
Language	English
Publisher	OECD Publishing
Publisher Date	2011-10-28
Access Restriction	Open
Subject Keyword	Education
Content Type	Text
Resource Type	Chapter

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