In this issue of International Developments the authors look at the purposeful collection of educational data through progressive achievement testing to enable teachers to establish where students are in their long-term learning, diagnose individual strengths and weaknesses, identify the best next steps for action, decide on appropriate evidence-based interventions, monitor the progress students make over time, and evaluate the effectiveness of their own teaching decisions and approaches. They also explore how a new primary years assessment is helping teachers, curriculum designers and policymakers to better measure the learning achievement of students in South East Asia; investigate the impact of a professional learning program for aspiring school principals in Indonesia; and find out how a national assessment program to support teaching and learning in Saudi Arabia is also developing organisational capacity. On the policy front, the authors report on ACER’s analysis of the impact of large-scale assessments on education policy in the Asia-Pacific region that is helping stakeholders improve the design and usefulness of assessments, and find out why the citizen-led approach to the collection of information about schooling and children’s learning is improving educational monitoring and informing policy making in India, Mali, Senegal, Kenya, Tanzania and Uganda.
Australian Council for Educational Research
Asia and the Pacific