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Restricted (R)
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Online Cognitive Abilities Test (CogAT) & Cognitive Abilities Test (CogAT) Screening Form
The following qualifications are required to purchase this product.
Schools (SCH)
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The following qualifications are required to purchase this product.
PAT Teaching Resources Centre
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For further assistance please contact ACER Sales Support Team on +61 3 9277 5656 or email sales@acer.org.
The following qualifications are required to purchase this product.
Restricted (R)
Please login or create a new account to register your qualifications. You can register within your account via My Profile > My Qualifications.
For further assistance please contact ACER Sales Support Team on +61 3 9277 5656 or email sales@acer.org.
The following qualifications are required to purchase this product.
Bachelor's Degree
Please login or create a new account to register your qualifications. You can register within your account via My Profile > My Qualifications.
For further assistance please contact ACER Sales Support Team on +61 3 9277 5656 or email sales@acer.org.
The following qualifications are required to purchase this product.
Bachelor's Degree
Please login or create a new account to register your qualifications. You can register within your account via My Profile > My Qualifications.
For further assistance please contact ACER Sales Support Team on +61 3 9277 5656 or email sales@acer.org.
AER No. 49-Using Date to Support Learning examines the issues raised by the ACER Research Conference 2005: Using Data to Support Learning. It analyses the conference papers, distils the essence of the conference 'conversations', and contextualises them in the light of a survey of the broader Australian and international literature on using data to support learning.
The following sections are covered:
Section 1 sets the context by providing definitions and an organisational framework
Section 2 discusses some purposes for collecting and analysing educational data, and considers the role of data in professional work. It addresses issues associated with identifying potential data sources, including consideration of the decision-making required to locate appropriate data
Section 3 records what the research says about how data can be used to support learning, and notes recurring themes. The identified themes revolve around the role of data in the interrelationships built by schools and the system; teachers, classrooms and schools; and teachers and students
Section 4 identifies and comments on four apparent dichotomies in our current discussions about data and evidence, and suggests some alternatives for operating more effectively
Section 5 sets out implications for policy and practice of the methodological, strategic and ethical aspects of the issues discussed in earlier sections.