Research
EAA conducts research into educational measurement and assessment issues for a range of government and non-government organisations. Research staff at EAA have skills in survey design, psychometrics and quantitative as well as qualitative data analysis.
EAA can provide services such as:
- Advising on the form and content of your research
- Developing surveys/questionnaires
- Drawing scientific samples
- Conducting surveys, case studies, field research
- Trial of research/measurement tools
- Presentation of research findings in formal written report in hard-copy and electronic form
- Professional development concerning research findings for clients and their colleagues
- Analysis of data including:
Quantitative
• Rasch Modelling
• Facet Analysis (Multilevel ANOVA)
• Rater Reliability Studies
• Mokken Analysis
• 2PL - 3PL Item Response Theory Models (IRT)
• Equating for cut-scores, benchmark & proficiency testing
• IRT Scaling for longitudinal studies & comparative diagnostics
• Classical Test Theory applications (such as significance testing/modelling)
Qualitative
• Data collection & analyses of survey results using nVivo
Analyses at EAA are conducted using the latest software tools such as RUMM2020, Conquest, MP5, nVivo, SPSS and SQL based tools. We also utilise software tools developed in-house based on Microsoft and Java technologies using dedicated statistical techniques compiled over the last 20 years.
If you would like to discuss your research requirements, please contact Penny Hutton by phone on (02) 8344 1000 or by email at p.hutton@eaa.unsw.edu.au
EAA also conducts research internally to inform test development and other processes. EAA officers frequently present papers at conferences and offer professional development based on research.
Current External Research Projects
- Australian Education Union - Survey of Teachers
- New South Wales Institute of Teachers (NSWIT)
- NSW Department of Education and Training (DET)
Current External Research Projects
National Assessment Program - Science Literacy (NAP-SL) 2009
EAA is developing the National Assessment Program - Science Literacy (NAP-SL) 2009. NAP-SL is a sample test, incorporating objective test items and practical tasks, designed to assess the science literacy skills of Year 6 students nationally. The tests will be conducted in October 2009. EAA is also developing a Student Survey to accompany the test to gather information about students' experiences of science education and attitudes and perceptions of science. A Report on the findings will be delivered to the Ministerial Council for Employment, Education, Training and Youth Affairs (MCEETYA) in 2009.
Project Director: Penny Hutton (EAA)
Project Managers: Meg Madden (EAA)
For more information contact:
p.hutton@eaa.unsw.edu.au
Past Projects
Australian Education Union - Survey of Teachers
The Australian Education Union commissioned EAA to conduct a 'National Survey of Professional Accomplishment of Government School Teachers' to investigate the degree to which teachers might be seen to be approximating the standard of 'accomplished teacher'.
The technical report is at http://www.aeufederal.org.au/Publications/2008/EAAsurvey2008.pdf
The NSW Institute of Teachers commissioned EAA to develop and conduct an online survey of teachers, investigating the professional teaching standards. The survey was conducted online in Term 4, 2006. Results were provided to the NSW Institute of Teachers by the beginning of the 2007 school year.
The document can be located at http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html
For more information contact: p.hutton@eaa.unsw.edu.au
New South Wales Institute of Teachers (NSWIT)
EVIDENCE GUIDE FOR ACCREDITATION OF TEACHERS AT THE LEVELS OF PROFESSIONAL ACCOMPLISHMENT AND PROFESSIONAL LEADERSHIP
The NSW Institute of Teachers was established in 2004 to support quality teaching in NSW schools. It is an independent statutory authority responsible for oversighting a system of accreditation and recognition of teachers' professional capacity against professional standards. EAA developed a guide to inform the policy concerning teacher accreditation at higher levels. The guide translates the Standards into examples of teacher practice at different levels of accomplishment.
The outcomes of this project will inform the development of a number of options for higher level accreditation for consideration by the Quality Teaching Council.
For more information contact: p.hutton@eaa.unsw.edu.au
New South Wales Institute of Teachers (NSWIT)
EVIDENCE GUIDE FOR ACCREDITATION OF TEACHERS AT THE LEVEL OF PROFESSIONAL COMPETENCE
In 2004 EAA developed a guide to inform the policy concerning teacher accreditation at Level 2 of the Standards: Professional Competence. The guide translated the Standards into examples of teacher practice at the level of competence. The project informed the development of the policy concerning accreditation and has been published as a support document disseminated to all schools in NSW by the Institute of Teachers.
New South Wales Department of Education and Training (DET)
EXCELLENCE AND INNOVATION: A CONSULTATION WITH THE COMMUNITY OF NSW ON PUBLIC EDUCATION AND TRAINING
In 2005 EAA undertook a qualitative analysis of the responses to the Excellence and Innovation Project conducted by the New South Wales Department of Education and Training (DET) Futures team. EAA's independent report analysed a huge dataset using innovative qualitative data analysis technology. The results were delivered to the NSW Minister for Education and Training and EAA's report was posted on the DET website.
EXTERNAL EVALUATION STUDY INTO THE AUSTRALIAN GOVERNMENT QUALITY TEACHING PROGRAM (AGQTP) "ONLINE MODULES PROJECT" (OMP)
In 2004 EAA conducted an external evaluation study commissioned by the New South Wales Department of Education (NSW DET) into the Australian Government Quality Teaching Program (AGQTP) "Online Modules Project" (OMP). The purpose of the study was to assess the efficacy of the design of AGQTP OMP and the impact the OMP had upon teacher practice. It sought to specifically identify two separate factors:
- The extent to which the elements of support in the OMP encouraged teachers to integrate an aspect of technology into their classroom practice.
- The conditions that supported study participants in incorporating the materials into their classroom practice or inhibited them from doing so.
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