Monitoring (Assessment), Literacy, Year 6, Developing countries, Writing achievement, Reading achievement, Tests, Questionnaire, Mathematics achievement, Socioeconomic status, Rural urban differences, School policy, Attendance, School improvement, School buildings, Educational resources
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 report outlines the relationship between school factors and student outcomes from the 2013 Class 6 assessment in mathematical, reading and writing literacy.
Friedman, T., Robertson, S., Templeton, S., & Walker, M. (2016). Class 6 school factors in Afghanistan 2013 : the relationship between school factors and student outcomes from a learning assessment of mathematical, reading and writing literacy. Australian Council for Educational Research (ACER). https://research.acer.edu.au/mteg/13
Copyright Australian Council for Educational Research 2016
Place of Publication
Australian Council for Educational Research (ACER)
9781742862897 (paperback) 9781742862903 (ebook)