The Achievement Improvement Monitor (AIM) program was a testing scheme used to monitor the development of literacy and numeracy skills of school students in Victoria, Australia.
The program was administered by the Victorian Curriculum and Assessment Authority (VCAA). Reading, writing, spelling and numeracy tests, based on the Victorian Essential Learning Standards (VELS), were undertaken by all Victorian students in Years 3, 5, 7 and 9. The results were used as feedback and guidance to students, parents and teachers, and were not used to grade students.
Schools and parents were advised of each student's results against VELS. At each test point, teachers could identify students who would benefit from enrichment activities or who may require further development in specific aspects of the curriculum.
In 2008, the Australia-wide NAPLAN tests replaced the AIM program.
Outcome-based education or outcomes-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
The Victorian Certificate of Education is one credential available to secondary school students who successfully complete year 11 and 12 in the Australian state of Victoria as well as in some international schools in China, Malaysia, Philippines, Timor-Leste and Vietnam. The VCE is the predominant choice for students wishing to pursue tertiary education. An alternative to VCE is the Victorian Certificate of Applied Learning (VCAL), a vocational based senior secondary school qualification. About 67% of all 19-year-olds in Victoria had completed the VCE in 2020, compared to about 11% of students completing the VCAL. A small number of government secondary schools, and a somewhat larger number of private schools, offer the IB Diploma Programme as an alternative.
The Education Quality and Accountability Office (EQAO) is a Crown agency of the Government of Ontario in Canada. It was legislated into creation in 1996 in response to recommendations made by the Royal Commission on Learning in February 1995.
The Key Skills Qualification is a frequently required component of 14-20 education in England, Northern Ireland and Wales. The aim of Key Skills is to encourage learners to develop and demonstrate their skills as well as learn how to select and apply skills in ways that are appropriate to their particular context.
In the state of Victoria, Australia, the Victorian Essential Learning Standards(VELS) is the curriculum framework for Preparatory to Year 10 school levels, which replaced the Curriculum and Standards Framework II (CSF 2) in 2006. Students starting Year 11 normally proceed to complete the Victorian Certificate of Education (VCE), but other education options are available. VELS was superseded by the Australian Curriculum AusVELS in 2013.
The Western Australian Certificate of Education (WACE) is the credential awarded to students who have completed senior secondary education (Year 11 and Year 12) in the state of Western Australia. It is the Western Australian graduation certificate of the Australian Senior Secondary Certificate of Education. Students are required to meet various breadth and depth requirements, achievement standards and literacy and numeracy standards across their final years of schooling. As of the 2020 WACE, there are 106 courses available for students to study. Many WACE students are awarded an Australian Tertiary Admission Rank (ATAR), summarising their results across all areas of study into one ranking for the purposes of university admission. Students may choose from ATAR courses, which count directly towards their ATAR, Vocational Education and Training courses, which are more practical courses and can lead to further vocational opportunities, and, from 2021, General courses, which provide pathways to university, employment, or further vocational education and training. From 2010, the WACE replaced the Tertiary Entrance Exam (TEE), as the standard academic examination for school leavers in Western Australia.
Viewbank College is an Australian public secondary school located in the north eastern suburb of Viewbank, in Melbourne, Australia.
The Australian Council for Educational Research (ACER), established in 1930, is an independent educational research organisation based in Camberwell, Victoria (Melbourne) and with offices in Adelaide, Brisbane, Dubai, Jakarta, Kuala Lumpur, London, New Delhi, Perth and Sydney. ACER develops and manages a range of testing and assessment services and conducts research and analysis in the education sector.
The Victorian Curriculum and Assessment Authority (VCAA) is a statutory authority of the Victoria State Government responsible for the provision of curriculum and assessment programs for students in Victoria, Australia. The VCAA is primarily accountable to the Victorian Minister for Education. It is also responsible to the Minister for Training and Skills and the Minister for Families and Children in relation to sections of Part 2.5 of the Education and Training Reform Act 2006.
The General Achievement Test is a test of general knowledge and skills including communication, mathematics, science and technology, the arts, humanities and social sciences in the Australian state of Victoria.
The Curriculum and Standards Framework (CSF) was developed for teachers Victoria, Australia. It was introduced in Victorian schools in 1995 and republished in 2000 as the CSF II. It was superseded by the Victorian Essential Learning Standards (VELS) program in 2006.
Education in Jamaica is primarily modeled on the British education system.
Direct instruction (DI) is the explicit teaching of a skill-set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s. DI teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials, participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practicum, or internships. Model includes "I do" (instructor), "We do", "You do".
Education in Western Australia consists of public and private schools in the state of Western Australia, including public and private universities and TAFE colleges. Public school education is supervised by the Department of Education, which forms part of the Government of Western Australia. The School Curriculum and Standards Authority is an independent statutory authority responsible for developing a curriculum and associated standards in all schools, and for ensuring standards of student achievement, and for the assessment and certification according to those standards.
Education in Victoria, Australia is supervised by the Department of Education and Training (DET), which is part of the State Government and whose role is to 'provide policy and planning advice for the delivery of education'. It acts as advisor to two state ministers, that for Education and for Children and Early Childhood Development.
Teaching in Victoria, Australia is regulated by the Victorian Institute of Teaching, through the Department of Education and Training (DET), which is part of the State Government. The DEECD is biggest operator of schools in the state, and along with the independent and Catholic school systems have an interest in teaching as the operator of schools and employer of teachers.
The Australian Tertiary Admission Rank (ATAR) is the primary criterion for domestic student entry into undergraduate courses in Australian public universities. It was gradually introduced to most states and territories in 2009–10 and has since replaced the Universities Admission Index, Equivalent National Tertiary Entrance Rank, Tertiary Entrance Rank and the Overall Position. It is a percentile ranking between 0.00 and 99.95 which shows the student’s relative position compared to all other students completing their secondary school certificate exams in that year. Though ATARs are calculated independently by each state, their equivalence is checked nationally through the Australasian Conference of Tertiary Admission Centres (ACTAC). Since some students quit studying early or do not qualify for an ATAR, the average ATAR amongst students who achieve one is 70.00. Admission to universities is granted based on the "selection rank" calculated by each university based on its own unique criteria. Selection ranks are a combination of ATAR, additional points based on universities' own criteria used for selecting students such as a "personal statement, a questionnaire, a portfolio of work, an audition, an interview or a test", as well as special considerations. Some universities also provide additional points on the basis of disadvantage such as for rural, Indigenous Australian or financially suffering applicants.
QuickSmart is a basic academic skills program aimed at middle years students in Australia. Two programs using the same approach encourage fast and accurate basic skills in literacy or numeracy.
The National Assessment Program – Literacy and Numeracy (NAPLAN) is a series of tests focused on basic skills that are administered to Australian students in year 3, 5, 7 and 9. These standardised tests assess students' reading, writing, language and numeracy and are administered by the Australian Curriculum, Assessment and Reporting Authority (ACARA). The National Assessment Program is overseen by the Council of Australian Governments Education Council.
The development and implementation of the Special Assistance Program in Victorian Primary Schools during the period 1979 - 1982 constituted the most significant innovation in the provision of special education services to children experiencing learning difficulties and in addressing declining literacy and numeracy standards. Up until the political directive to initiate this program was given, there had been no policy within the Department of Education and Early Childhood Development directing Principals of Primary Schools to develop special programs for pupils at risk of illiteracy and innumeracy.
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