Geoff N Masters

A unidimensional latent trait model for responses scored in two or more ordered categories is developed. This “Partial Credit” model is a member of the family of latent trait models which share the property of parameter separability and so permit “specifically objective” comparisons of persons and items. The model can be viewed as an extension of Andrich's Rating Scale model to situations in which ordered response alternatives are free to vary in number and structure from item to item. The difference between the parameters in this model and the “category boundaries” in Samejima's Graded Response model is demonstrated. An unconditional maximum likelihood procedure for estimating the model parameters is developed.

Following the release of Queensland results in the 2008 National Assessment Program - Literacy and Numeracy (NAPLAN) and the 2007 Trends in International Mathematics and Science Study (TIMSS) late in 2008, the Premier, Anna Bligh, requested an independent review of literacy, numeracy and science standards in Queensland primary schools. The review was asked to examine available data on the performances of Queensland students and, drawing on international research evidence, to provide advice in the areas of curriculum, assessment and teacher quality. In particular, the review was asked to identify existing effective practices, to propose ways in which these could be scaled up, and to make recommendations for new strategies or initiatives for improving levels of literacy, numeracy and science achievement in Queensland primary schools. The review was conducted between December 2008 and April 2009 and included analyses of the performances of Queensland students in national and international achievement surveys; a review of international research into the characteristics of highly effective teachers, schools and education systems; consultations with a range of stakeholders; and visits to a small number of selected primary schools.

This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice.

This report presents a summary of the data collected by the project, and an analysis, using a view of competence through a relational model, of some of the issues that emerged. The authors suggest that universities, the professions, employers and the community have much to gain from the activities of the past few years concerned with the development of competency-based standards by the professions, although they do not believe that a full-blown competency-based approach to education will become dominant in university courses.