Publication Date
12-1-2016
Subjects
International programs, Developing countries, Literacy education, Numeracy, Large scale assessment, Educational innovation, Educational quality, Data collection, Reporting (Student achievement), Monitoring (Assessment), Information dissemination, Test results, Cooperation, Evidence based practice, Case studies, Year 4, Year 6, Primary education
Abstract
This case study examines the Pacific Islands Literacy and Numeracy Assessment (PILNA), which has developed as a regional model designed to enable the negotiation of a high degree of consensus among the participating countries. Commitment to a collaborative approach pervades all aspects of PILNA, from governance, operation and development through to data sharing, reporting and dissemination of results. The efforts undertaken to reach consensus, enhanced transparency and public dissemination of results have stimulated countries in the region to investigate how data on student learning outcomes may be used and shared in a common endeavour to improve the standards of education in the Pacific Islands.
Copyright Statement
Copyright Australian Council for Educational Research 2016
Place of Publication
Melbourne and Bangkok
Publisher
Australian Council for Educational Research (ACER) and UNESCO
Citation Information
Belisle, M., Cassity, E., Kacilala, R., Seniloli, M. T., & Taoi, T. (2016). Pacific Islands Literacy and Numeracy Assessment: Collaboration and innovation in reporting and dissemination. (Using assessment data in education policy and practice: Examples from the Asia Pacific ; issue 1.) Melbourne: ACER and Bangkok: UNESCO.
This publication is the first in a series of topical case studies to investigate strategies, practices and approaches that have been implemented in the Asia-Pacific region to support better use of assessment data in education policymaking and educational practice.
Series Editors: Ursula Schwantner (ACER), Petra Lietz (ACER), Ramya Vivekanandan (UNESCO Bangkok) and Tserennadmid Nyamkhuu (UNESCO Bangkok)