Authors

ACER

Publication Date

4-2016

Subjects

Monitoring (Assessment), Literacy education, Mathematics achievement, Writing achievement, Reading achievement, Numeracy, Year 6, Educational facilities, Rural urban differences, School policies, School buildings, Teacher characteristics

Comments

The MTEG 2013 assessment of Class 6 students in Afghanistan was a collaboration between the Centre for Global Education Monitoring at the Australian Council for Educational Research (ACER-GEM) and the Ministry of Education, Afghanistan.

Abstract

In 2012, the Ministry of Education, Afghanistan, engaged the Australian Council for Educational Research (ACER) as a partner to support the development of a national learning assessment program in Afghanistan. To achieve this goal, the Learning Assessment unit of the Ministry of Education and ACER have collaborated to design and implement the Monitoring Trends in Educational Growth (MTEG) program in Afghanistan. MTEG is designed as a long-term monitoring program with one focus on trends in achievement outcomes in single class levels over time, and another focus on the growth of achievement in cohorts throughout the school cycle, from Class 3 through to Class 9. This summary document discusses the relationship between school factors and student outcomes from the 2013 Class 6 assessment in mathematical, reading and writing literacy.

Place of Publication

Melbourne Vic

Publisher

Australian Council for Educational Research (ACER)

Geographic Subject

Afghanistan

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