Development and use of Frameworks for Assessment and Reporting
National Asian Languages and Studies in Australian Schools (NALSAS) Project: Stage 1 of a survey of student outcomes in Asian Languages (Japanese and Indonesian). (2002-03)
Funded by: National Asian Languages and Studies in Australian Schools (NALSAS).
LTRC, in collaboration with the Research Centre for Languages and Cultures Education (RCLCE) at the University of South Australia, developed a set of performance measures for students of Indonesian and Japanese at the end of primary school and year 10. The performance measures are intended to be part of a single system for reporting learning outcomes, for use across all Australian states and education systems.
The Longitudinal and Comparative Study of the Attainment of Language Proficiency. (1998-99)
Funded by: Australian Department of Employment, Training and Youth Affairs (DETYA).
This project developed a test designed to compare language attainment in four languages (French, Indonesian, Japanese and Italian) in secondary schools across Australia.
Australian Department for Education, The Development of Language-specific Student Proficiency Descriptors for Chinese, Indonesian and Korean. (1999)
Funded by: National Asian Languages and Studies in Australian Schools (NALSAS)
This project, conducted in collaboration with the University of South Australia, involved the development of outcome descriptors for the end of secondary school for the learning of Chinese, Indonesian and Japanese. The descriptors were based on analysis of student performance on purpose-designed assessment tasks for each language.
Australian Language and Literacy Policy Children's Literacy National Project #4. (1996-07)
Funded by: Australian Department of Employment, Education, Training and Youth Affairs (DEETYA)
This national study chronicled the classroom teaching and assessment practices of junior primary school teachers using a range of English and ESL scales and profiles to describe ESL learners progress in English in the early years of schooling. The project reported on the pedagogical implications of using these various assessment and reporting frameworks.
NLLIA ESL Development Project: Language and Literacy in Schools. (1991-95)
Funded by: Australian Department of Education, Employment and Training (DEET).
This national project provided a comprehensive framework for ongoing classroom assessment of language proficiency development, including a set of bandscales (descriptors)
describing ESL development of primary and secondary school students. The components developed by the LTRC included a range of materials designed specifically to accompany these bandscales, and included exemplar assessment activities, observation guides and reporting formats and guidelines.
The Curriculum and Standards Framework (CSF) Annotated Work Samples Project. (2000)
Funded by: Department of Education, Victoria
The development of annotated work samples in three languages (French, Indonesian and Chinese) across four skills to support teachers in their interpretations of the language education curriculum framework documents for each language. The project involved the development of exemplar tasks which mapped on to different levels of the curriculum framework.
The National Reporting System. (1995)
Funded by: Australian Department of Education, Training and Youth Affairs (DETYA).
LTRC was engaged as an assessment specialist in the design of the National Reporting System (NRS). The NRS is an assessment and reporting framework (i.e. a set of described levels) designed to be used to report on achievement in government-funded adult English language programs across a range of curriculum frameworks.