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Select Papers from EdMeas23: Sydney Educational Measurement and Assessment Symposium...
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Select Papers from EdMeas23: Sydney Educational Measurement and Assessment Symposium 2023

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (6 April 2024) | Viewed by 4010

Special Issue Editors

Dr. Kathryn Bartimote

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Guest Editor
Senior Lecturer in Education, The University of Sydney, Sydney, NSW, Australia
Interests: higher education; measurement and analytics; student motivation
Dr. Sofia Kesidou

E-Mail Website
Guest Editor
Associate Professor, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, NSW, Australia
Interests: educational assessment; curriculum evaluation; data literacy
Dr. Rachel Wilson

E-Mail Website
Guest Editor
Professor of Social Impact, School of Management, UTS Business School, University of Technology Sydney, Ultimo, NSW, Australia
Interests: educational systems: administration, management and leadership; learning sciences; psychology of education; health and sport
Prof. Dr. Jim Tognolini

E-Mail Website
Guest Editor
Director - Centre for Educational Measurement and Assessment (CEMA) Faculty of Education, The University of Sydney, Sydney, NSW, Australia
Interests: Rasch modelling; measurement models; educational assessment; test theory

Special Issue Information

Dear Colleagues, 

The central purpose of the Sydney Educational Measurement and Assessment Symposium (EdMeas) is to bring together people from a range of communities, settings, and traditions to share ideas and interact across boundaries, including the school sector, higher education sector, government, industry, and academia.

This edited collection of papers from EdMeas23 presents a snapshot of the latest research, policy analysis, and scholarly practice in educational measurement and assessment across an uncommon breadth of settings.

Measurement topics include school improvement, teaching quality, evaluation of school systems, large-scale assessments, test creation, race and educational measurement validity, and psychometrics. Assessment topics include the theory underlying assessment, feedback, formative assessment, automated assessment and AI, authentic assessment, collaborative/group assessment, learning analytics and assessment, equity in assessment, and policy.

Timeline

  • 1 June 2023—Symposium.
  • 1 August 2023—Expression of interest (EOI) submission deadline.
  • 1 September 2023—EOI notification of acceptance/invitation to submit full papers.
  • 6 February—Submission of full papers through this website.

Dr. Kathryn Bartimote
Dr. Sofia Kesidou
Dr. Rachel Wilson
Prof. Dr. Jim Tognolini
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • assessment policy
  • school improvement
  • measuring 21st century skills
  • evaluating impact
  • teacher data literacy
  • leading assessment
  • assessment in Australia
  • international large-scale assessments in education
  • measuring what we value in education
  • inclusive assessment for students with disabilities
  • assessment and curriculum reform

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

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Research

13 pages, 233 KiB  
Article
Bridging Teacher Knowledge and Practice: Exploring Authentic Assessment across Educational Levels
by Rachael Hains-Wesson and Sanri le Roux
Educ. Sci. 2024, 14(8), 894; https://doi.org/10.3390/educsci14080894 - 16 Aug 2024
Viewed by 1539
Abstract
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to [...] Read more.
As teachers, we are living and working in times of abundant challenge and change. These challenges transpire across different education levels and sectors, including K–12, vocational, tertiary, and adult learning. Within this vast education ecosystem, a major challenge for all teachers is to allocate time, effort, and resources to ensure that their students receive a quality education with real-world implications, influencing soft-skill attainment, such as teamwork, communication, and critical thinking skills. In this article, the authors discuss, through a theoretical lens, the value of considering a national and universal approach to self- and peer-evaluations of authentic assessment tasks to improve teacher practice in Australia. Currently, there is modest opportunity amongst K–12 and tertiary teachers to comprehensively learn together, limiting cross-fertilisation of practice and interconnectedness, and as a national community of practice. The authors argue in this paper that offering an avenue to share knowledge and practice in authentic assessment design could potentially assist in addressing this challenge. Therefore, the article is dedicated to exploring the barriers and opportunities to advance a national and universal approach to transferable professional development in authentic assessment practice within the Australian education ecosystem. Full article
(This article belongs to the Special Issue Select Papers from EdMeas23: Sydney Educational Measurement and Assessment Symposium 2023)
11 pages, 612 KiB  
Article
Exploring Education as a Complex System: Computational Educational Research with Multi-Level Agent-Based Modeling
by John Vulic, Michael J. Jacobson and James A. Levin
Educ. Sci. 2024, 14(5), 551; https://doi.org/10.3390/educsci14050551 - 20 May 2024
Viewed by 1765
Abstract
Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created computational models that simulated learning dynamics in classrooms, integrating [...] Read more.
Our study employs multi-level agent-based modeling and computational techniques to explore education as a complex system. With an underlying focus that education should be underpinned by a scientific understanding of student learning, we created computational models that simulated learning dynamics in classrooms, integrating both quantitative and qualitative insights. Through these models, we conducted experiments aligned with real classroom data to address key questions, such as “How can we effectively support the academic progress of underperforming students, who are disproportionately from low socio-economic status (SES) backgrounds, to close their multi-year achievement gap in mathematics?” Our study analyzes various instructional approaches for mathematical learning, and our findings highlight the potential effectiveness of Productive Failure as an instructional approach. Considerations of the broader applicability of computational methods in advancing educational research are also provided. Full article
(This article belongs to the Special Issue Select Papers from EdMeas23: Sydney Educational Measurement and Assessment Symposium 2023)
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