Monitoring (Assessment), Literacy education, Mathematics achievement, Writing achievement, Reading achievement, Numeracy, Year 6, Educational facilities, Rural urban differences, School policies, School buildings, Teacher characteristics
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.
Australian Council for Educational Research (ACER). (2016). Monitoring Trends in Educational Growth in Afghanistan : class 6 school factors 2013. Australian Council for Educational Research (ACER). https://research.acer.edu.au/mteg/14
Copyright Australian Council for Educational Research 2016
Place of Publication
Australian Council for Educational Research (ACER)