Capabilities

ACER’s research and development is underpinned by its mission to create and disseminate knowledge and tools that can be used to improve learning.

In pursuing this mission, ACER undertakes a wide range of research and development and provides services and materials in support of educational policy-making and improved professional practice.

ACER has six research and development programs:

Assessment and Reporting
Research Director: Dr Margaret Forster

The Assessment and Reporting program undertakes research and development in relation to methods of assessment, including the exploration of new approaches to assessment in traditional curriculum areas, the development of assessment materials in curriculum areas where there are relatively few materials available, and the development of innovative methods for assessing cross-curricular competencies. The program also undertakes research into effective ways of reporting student achievement and develops reports for a range of purposes and audiences. The work undertaken in this program includes the support of classroom teaching and learning through formative and diagnostic assessments. The Assessment and Reporting program also develops norms for educational and psychological tests, and provides professional advice and training in educational assessment and measurement.

National and International Surveys
Research Director: Dr John Ainley

The National and International Surveys program undertakes research based on sample-based national and international surveys. Over a number of years ACER, especially through the OECD Programme for International Student Assessment (PISA), has developed considerable expertise in this area. The National and International Surveys program maintains and develops ACER’s expertise in sampling, survey management , analysis of survey data and the interpretation and reporting of results. Project activities include the coordination of international studies for IEA and OECD; the management of Australian participation in international surveys; and the management of national sample surveys for the Performance Measurement & Reporting Taskforce. Particular emphasis is placed on building programs of research and publication relating to these studies.

Policy Analysis and Program Evaluation
Research Director: Adrian Beavis

Policy Analysis and Program Evaluation is a newly established program which aims to consolidate and develop the existing expertise within ACER around these domains.  For much of its 75 years, ACER has engaged in many different policy studies and program evaluations so the new program draws on a rich tradition and a considerable wealth of knowledge.  Establishing the program within ACER provides organisational support and an environment for both a systematic consolidation of existing knowledge and the development of specialist knowledge to contribute to the disciplines of policy studies and program evaluation.  This consolidation and development will be centred upon theoretical and methodological issues, tempered by the practicalities and constraints of conducting studies.  This linkage of theory and practice is designed to provide a sound foundation for establishing the program as a leading centre of research excellence. 

Systemwide Testing
Research Director: Chris Freeman

The Systemwide Testing program undertakes research and development to support the monitoring of educational outcomes through system-wide and school-level testing programs. System-wide testing has become an important feature of the quality assurance frameworks of most Australian education systems and many systems overseas. Most system-wide assessment programs have common features and involve significant aspects of research and development. There are advantages in being able to build approaches developed in some systems so that they can be extended and applied in other systems. In parallel with system-wide initiatives, school-level testing programs provide information to enable schools and parents to monitor educational outcomes and to identify areas of special need. The activities of the Systemwide Testing program include the development of test materials for both these purposes, psychometric analysis and reporting, consulting, training and research.

Teaching Learning and Leadership
Research Director: Prof Stephen Dinham

There is growing interest in developing standards for the professional practice of teachers, in supporting teachers to reach high standards, and in recognising and rewarding outstanding teaching practices. A great deal of research remains to be done into ways of supporting the pre-service education and professional development of teachers. What forms of pre-service education and ongoing professional development are effective in supporting teaching excellence? Do the development of teaching standards and the certification of advanced teaching practice assist teachers in achieving high levels of teaching competence? Research in this area focuses on factors underlying quality teaching, the role and potential of professional standards, effective professional development practices, links between professional development and student learning, assessment against standards, and the certification of teachers. Research covers both classroom teachers and school leaders.

Transitions and Post-School Education and Training
Research Director: Dr Phil McKenzie

The transitions that young people make from the age of about 15 to their mid-20s are profoundly important. During this time young people generally establish their careers, move out of their parents’ home and attain adult status. Ensuring effective transitions from school to engagement in economic and social life for young people has been a central concern of public policy in Australia. A major focus of policy has been on the transition of young people from school to work. Policies have also been directed at increasing the participation of young people in school, university, and vocational education and training. Research in this area is concerned with transitions among school, work, vocational education and training, and higher education. This research program explores the factors that influence the educational and occupational pathways of young people as they progress from school to further education, training and work. This includes policy-oriented studies that are concerned with understanding general influences on transition patterns as well as evaluations of particular programs in the area.

Further information:

To discuss your research needs, please contact: zubrinich@acer.edu.au