In this issue:

• Girls outperform boys in PISA 2009+ participant economies
• Study finds gambling prevalent among young Australians
• Higher education student engagement under the microscope
• Post-school destinations: expectation vs. reality
• ACER Update

On Friday 16 December ACER released the OECD Programme for International Student Assessment (PISA) 2009+ results for ten economies.

PISA is an international comparative survey of 15-year-olds’ knowledge and skills in reading, mathematical and scientific literacy, conducted by ACER.  It measures how well young adults have acquired the knowledge and skills that are required to function as successful members of society.

Sixty-four economies originally participated in PISA 2009. Ten additional partner participants, who were unable to participate within the PISA 2009 project timeframe, participated in the PISA 2009 study on a reduced and delayed timeline in 2010.  This is known as the PISA 2009+ project.

ACER CEO, Professor Geoff Masters, said the results found that in the PISA 2009+ economies, girls significantly outperformed boys in reading (reflecting the PISA 2009 results).

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The first national study of gambling among young people in Australia has revealed that the majority of 10−24-year-olds have participated in a gambling activity at least once in the year just passed.

ACER was commissioned to undertake the study by the Victorian Department of Justice on behalf of Gambling Research Australia (GRA). The purpose of the research was to describe the current gambling behaviour of young people and to analyse how gambling is similar to, or distinct from, other risk-taking behaviours. It also sought to identify and analyse the differences between young people who become problem gamblers from those who do not develop a problem, and sought to determine possible risk inhibitors and risk enhancers relevant to gambling for young people.

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Higher education experts and stakeholders from Australia, New Zealand, Singapore, Malaysia and Oman gathered in Melbourne in November to discuss challenges around student engagement and share strategic insights to further improve the quality of higher education.

ACER presented a two-day conference on student engagement in collaboration with Criterion Conferences. The topic of the conference was timely, as recent developments such as the advent of TEQSA have brought the intersection of teaching, learning and student engagement to the fore, while ambitious national participation targets and the resulting need for a significant increase in student retention mean that student engagement is more vital than ever.

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An ACER report on the expected and achieved post-school destinations of NSW secondary students released in November shows that students’ expectations for university study are substantially higher than the actual proportions that pursue university education in the year after leaving school. It also revealed that, while students and their parents share similar expectations for university study, teachers hold lower expectations.

Commissioned by the NSW Board of Vocational Education and Training and facilitated by the NSW Department of Education and Board of Studies, the report was based on a representative survey conducted in late 2010 of approximately 6100 NSW students who were in Years 10, 11 and 12 in 2009. Parents and teachers also participated in the study.

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Explicit School Improvement seminar

In January 2012, ACER Chief Executive Professor Geoff Masters will present a one-day seminar on Explicit School Improvement: An evidence-based framework for action. The seminar will focus on the Teaching and Learning School Improvement Framework (TaLSIF), an evidence-based tool developed by ACER with Education Queensland to address the need for detailed, objective measurement of school practices in areas shown by international research to have a direct impact on teaching and learning outcomes. In 2010 Education Queensland began using the TaLSIF in a state-wide audit process to measure, monitor and drive school improvement across the system. The seminar will provide both the theory behind the development of the TaLSIF and practical advice about its use gained from over two thousand Education Queensland school audits. Professor Masters will be joined by co-presenters Mr Tony McGruther (Manager of Leadership Programs, ACER) and Mr Mark Campling (Assistant Director-General (School Performance), Education Queensland). The seminar takes place on Wednesday 25 January 2012 at the Amora Hotel, Sydney. Further information

First national conference on Adult Language, Literacy and Numeracy Assessment

In response to increasing national and state interest in addressing and improving the Language, Literacy and Numeracy (LLN) skills of Australian workers and vocational education and training (VET) participants, ACER will present the inaugural National Adult English Language, Literacy and Numeracy Assessment Conference in Melbourne on 4 May 2012. Designed for managers and co-ordinators of training and learning in both industry and the VET sector, the conference will highlight local and international research in this area and present practical solutions and expertise from within industry and VET. Presentations will cover the main topics and research regarding the LLN skills of the Australian adult population from an industry and training perspective as well as practical issues such as identifying and assessing LLN skills and supporting learners and trainees in improving their LLN skills. Two half-day pre-conference workshops will address the 2011 Australian Core Skills Framework and item writing for adult literacy and numeracy assessments. For further information including a list of speakers please visit http://www.acer.edu.au/nallnac/

Season's greetings from ACER

The management and staff of ACER wish you all the best for the festive season. Please note that our offices will be closed from Saturday 24 December to Monday 2 January inclusive.