Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales

Ross Turner; Ray Adams; Ursula Schwantner; Dan Cloney; Claire Scoular; Prue Anderson; Alexander Daraganov; Jen Jackson; Sandra Knowles; Gayl O'Connor; Pam Munro-Smith; Stavroula Zoumboulis; Pauline Rogers

Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales

Ross Turner, Ray Adams, Ursula Schwantner, Dan Cloney, Claire Scoular, Prue Anderson, Alexander Daraganov, Jen Jackson, Sandra Knowles, Gayl O'Connor, Pam Munro-Smith, Stavroula Zoumboulis, Pauline Rogers

Research output: Contribution to journal › Article › peer-review

Abstract

As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

Original language	English
Journal	Monitoring Learning
Publication status	Published - 1 Apr 2018
Externally published	Yes

Keywords

Education systems
Educational policy
International programs
International surveys
Learning progressions
Tests

Disciplines

Educational Assessment, Evaluation, and Research
International and Comparative Education
Language and Literacy Education
Science and Mathematics Education

Access to Document

https://research.acer.edu.au/monitoring_learning/33

Cite this

Turner, R., Adams, R., Schwantner, U., Cloney, D., Scoular, C., Anderson, P., Daraganov, A., Jackson, J., Knowles, S., O'Connor, G., Munro-Smith, P., Zoumboulis, S., & Rogers, P. (2018). Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales. Monitoring Learning. https://research.acer.edu.au/monitoring_learning/33

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abstract = " As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.",

keywords = "Education systems, Educational policy, International programs, International surveys, Learning progressions, Tests",

author = "Ross Turner and Ray Adams and Ursula Schwantner and Dan Cloney and Claire Scoular and Prue Anderson and Alexander Daraganov and Jen Jackson and Sandra Knowles and Gayl O'Connor and Pam Munro-Smith and Stavroula Zoumboulis and Pauline Rogers",

note = "Turner, R. et al. (2018). Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales. Melbourne: Australian Council for Educational Research. International programs, Tests, International surveys, Education systems, Educational policy Melbourne",

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Turner, R , Adams, R , Schwantner, U , Cloney, D , Scoular, C , Anderson, P, Daraganov, A, Jackson, J , Knowles, S , O'Connor, G, Munro-Smith, P, Zoumboulis, S & Rogers, P 2018, 'Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales', Monitoring Learning. <https://research.acer.edu.au/monitoring_learning/33>

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T1 - Development of Reporting Scales for Reading and Mathematics: A report describing the process for building the UIS Reporting Scales

AU - Turner, Ross

AU - Adams, Ray

AU - Schwantner, Ursula

AU - Cloney, Dan

AU - Scoular, Claire

AU - Anderson, Prue

AU - Daraganov, Alexander

AU - Jackson, Jen

AU - Knowles, Sandra

AU - O'Connor, Gayl

AU - Munro-Smith, Pam

AU - Zoumboulis, Stavroula

AU - Rogers, Pauline

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AB - As a technical partner of the UNESCO Institute for Statistics, ACER-GEM has created reporting scales for reading and maths, with the intention of enabling countries to examine and report the outcomes of their assessment activities using a common framework. This report gives the theoretical and contextual background to the scales, and describes the steps in the drafting process.

KW - Education systems

KW - Educational policy

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KW - International surveys

KW - Learning progressions

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