OECD, December 2010
The OECD Programme for International Student Assessment (PISA) surveys 15-year-olds in the 34 OECD member countries and 41 partner countries and economies. Every three years, it assesses the extent to which these students have acquired some of the knowledge and skills essential for full participation in society. The report covers student performance in reading, mathematics and science; equity in learning opportunities and outcomes; student engagement; resources, policies and practices; and trends in student performance since 2000. Adapted from Executive Summary. The full report is available online.
Subject HeadingsEducational evaluation
FYA, November 2010
How Young People Are Faring, published annually, reports on 'the learning-and-earning situation of young Australians'. The 2010 report reveals that despite Australia's overall economic recovery, young people continue to feel the negative impacts of the global financial crisis. The proportion of teenagers 'disengaged' from work or education has stayed at 16.4%, as high as it was in 2009. Adapted from publisher's description.
Subject HeadingsYoung adults
LSAY, January 2011
This study, which defines the lowering of educational or occupational ambitions by high school students as 'lost talent', looks at the extent to which talent loss occurs among high-achieving students and the consequences of this on later occupational attainments. The results indicate that there is a moderate, although not negligible, rate of talent loss. The report also highlights the importance of young people, particularly young women, having occupational plans. Adapted from publisher's description. The full report is available online.
Subject HeadingsVocational guidance
NFER, 15 June 2010
This literature review stems from a project which researched Assessment for Learning (AfL) in science with a focus on the primary age phase. Its findings highlight the importance of classroom climate, talk, questioning, feedback and self- and peer-assessment. The use of summative tests for formative purposes and the provision of resources and particular tools to support this area of teaching and learning are also discussed. There are some resource materials which support particular features of AfL in science, by identifying students' misconceptions and encouraging peer discussion.
Subject HeadingsGreat Britain
Brookings, November 2010
The paper highlights and attempts to clarify four areas of confusion about value-added. The first is between value-added information and the uses to which it can be put. One can, for example, be in favour of an evaluation system that includes value-added information without endorsing the release to the public of value-added data on individual teachers. The second is between the consequences for teachers versus those for students of classifying and misclassifying teachers as effective or ineffective – the interests of students are not always perfectly congruent with those of teachers. The third is between the reliability of value-added measures of teacher performance and the standards for evaluations in other fields – value-added scores for individual teachers turn out to be about as reliable as performance assessments used elsewhere for high-stakes decisions. The fourth is between the reliability of teacher evaluation systems that include value-added versus those that do not – ignoring value-added typically lowers the reliability of personnel decisions about teachers. Adapted from Executive Summary.
Subject HeadingsUnited States of America (USA)
The Road Less Traveled: How the Developmental Sciences Can Prepare Educators to Improve Student Achievement: Policy Recommendations
If teachers are to address the increasingly diverse needs of all children they need access to scientifically based knowledge concerning student development and learning. The report contains expert recommendations on how to apply knowledge from the developmental sciences in teacher education programs. These programs should ensure that candidates possess contemporary knowledge of child and adolescent development and understand its effective application in the PreK–12 classroom. Adapted from the report, which is available online. See also article in The Washington Post 5 October 2010.
Subject HeadingsTeacher training
Teaching and learning
United States of America (USA)