• Subject Name : Education

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Reference list

Introduction to Education Assessment and Quality

Education is one of the major sectors which is always managed with prior concern by the national governing authority of each and every nation and Australian educational system always follows a well-structured format. The mission of the structured educational system is to maintain a high quality of education with respect to the global educational quality. The structured education system has been differentiated into primary secondary and tertiary level, in order to gradually and scientifically develops the skill and knowledge level of the students and also to provide them access to the overseas educational programs. The aim of this paper is to analyse the quality assessment system and framework for education in Australia. 

Discussion on Education Assessment and Quality

Context of education assessment and quality

In the introductory section, the major purpose of the study has been mentioned. In this section, the context of the study should be depicted. As per the viewpoint of Noaman et al. (2017), quality assessment in education helps the students in the aspects like self-monitoring and supports them to be associated with practicing along with receiving feedback. Moreover, the area of education and the level of learning is also guided by the design of quality assessment. Moreover, this scholarly literature has mentioned that the active participation of both the teacher and student is demanded in the process of quality assessment for education. Hence, from this angle, it can be mentioned that this scholarly paper has helped to identify the importance of education assessment and quality. In the recent time, Australia has published the assessment report regarding the schooling system of the nation and the level of education associated with the same. As per the report the education system has a strict invigilation over the aspect of teacher education and rigorous selection is arranged for the individuals who have interest to take part in the teacher education.

The classroom readiness and the level of knowledge of the graduates are also assessed in order to up-grade the educational quality of the nation and NISA initiative has been taken from the part of government to develop curiosity and interest of the students in science technology and mathematics (studyinaustralia, 2020). Additionally, the national literacy and National numeracy program has been arranged to enhance the rate of digital literacy and to maximize the scope of participation of students in the digital literacy program. However, summative assessment of the students is done to analyse the level of knowledge of the students. Additionally, the monitoring tools for the quality invigilation of the educational system have been implied from the government level to help the maintenance of high standards of education for schooling.

Key issue related to the context

In the previous section, the attributes of the well-structured education system of Australia has been analysed. In spite of having such a well-structured education framework, Australia is lagging behind for some issue in its education system. This is imparting a major negative impact over the development and pedagogy of the students of the said country. As per the report of Singhal (2017), the UN Agency has speculated the position of 41 nations around the globe and Australia has ranked 39 out of the 41 nations. The analysis has been done among 41 nations around the globe having high and middle level income and it has been noticed that the drawbacks in the educational system of the nation is the underpinning cause behind such a low ranking of Australia. Hence, from this angle, it can be mentioned that the report of Singhal (2017) is quite relevant for this paper, as it has shown the deterioration of the quality and assessment system of education in Australia.

The report has further mentioned that 71.7% of the entire 15 years old students are being provided with education at baseline standard regarding science , mathematics and reading. Moreover, all the students are not getting organised and proper pre-school learning. Thorpe et al. (2015) has mentioned that education of primary level has immense value as it develops the receptive skill and communication skill among the children at the early stage of pedagogy. Hence, from this literature, the value of pre-school and early childhood learning can be evaluated. However, this has not been provided to all of the school goers of Australia which is creating hindrance in the development of quality of education at the national level.

On the other hand the fact of leadership and quality of the course structure of the schooling system of Australia is not getting enhanced and upgraded with time. This is the primary issue which is also hindering the assessment and utility education of the nation. As per the report of Lucas et al. (2017) has identified that teacher and the involvement of the students is not a great issue for the education system and the assessment system of the quality if the education of Australia but the resource curriculum and leadership is not that much effective to integrate the schooling system of Australia ith that of the global level. Hence it can be analysed that the students are not getting decent and proper marking in the global standard of assessment of knowledge and aptitude. All these factors are creating issues in the educational assessment system of the nation.

The statistical data has proved that this decline in the educational quality and assessment system of the students has started at a miniature version since 2000 and this has taken a prominent figure since 2015. The report of Ketchell (2015) has helped to identify that , the standard of education and training system for mathematics is lagging for 3 years for the Australian students than that of the students of other nations while the average reading skill is also lagging for one and half years for the same. The report has also proved that the ratio of efficiency in higher mathematics has significantly decreased for the female students and only 6.6% of students are getting involved in the study focused over higher mathematics and technology. All these factors have degraded the assessment system and quality of education for the teenagers and school students of Australia.

Theoretical concepts regarding education system and assessment of the same

 This assessment has been done using the PISA educational assessment model. As per the report of OECD (2018), PISA, Programme for International Student Assessment is the assessment framework, which has been developed by the economic cooperation and development organisation (OECD) of Paris with the intention to evaluate the quality of education standard for the high and middle income countries. This educational assessment framework has been developed with the participation of the best education assessment experts from different nations around the globe and the assessment is focused on the students of the age group of 15 years chosen randomly from the schools which are able to meet the stringent criteria. Hence, from this paper, the international standard of educational system can be identified and from this angle, this scholarly literature is quite relevant to this study. However, the standard of PISA assessment has not been followed by the national educational assessment framework for analysing the quality of education in Australia. As per the idea of Xie et al. (2015), technology, science, mathematics and engineering as a whole is represented as STEM education which determines the skill and aptitude of the students of an education system. As per the analysis of PISA assessment, the quality of STEM education has remarkably decreased for the students of Australia.

On the other hand, the reading and communication skills of the students of Australia is lagging behind that of the other high and middle income countries and the major reason behind the same is the educational and assessment framework. As per the viewpoint of Ketchell (2015), monolingual educational framework and the monolingual assessment standard of the same is one of the major factors for which the students are not getting proficiency in multiple languages and specialty the languages which are available for international communication. The skill in English language has been considered as one of the major skills for the students at the global level. However, for the majority of the Australian students they have mastery over their own language which is driving them for a tough competition in their future profession. In the traditional theory of pedagogy, stress is always provided in the development of the language and communication skill (Nurkholida, 2018).

Hence, from this angle, this literature is quite relevant for the study of this paper as the crisis of linguistic skill is one of the major issues of the educational quality of Australia. Ribeiro Piske et al. (2017) has analysed Jean Piaget's theory of pedagogy, and has mentioned that the skill of communication should be developed from the preschool levels and multi-linguistic approach is highly important as it provides the students a better reading and communication skill. The acceptance of cognitive skill development theory of Jean Piaget has been widely accepted in the educational system and assessment system of Australia. However, a lack has been noticed for the practical context which has driven the students to get into crisis. Hence, in this case, the acceptance of traditional theory into practice along with the up-gradation of the standard of assessment as per the global level has not been identified.

Traditional approach versus modern innovative practices

The acceptance of the modern framework for the assessment of the educational quality and the pedagogy system is always acceptable. The innovation of modern techniques in the educational assessment always helps the students in the process of their self-speculation. As per the viewpoint of Aubrey & Riley (2018), with the passage of time, the approach of the educational system has changed and the integration of different aspects like technology, practical activities has been noticed. Hence, this is the modern innovative practice for the development of quality of education. However, in traditional practice, the utilisation of technology was not that much prevalent as the concept of the audiovisual classroom has not been imarged that time (English, 2017). Thuis scholarly article has helped to identify the new innovation in the development of educational equality at the global level. This is the major contrast between traditional schooling and innovative practice. However, the lower score in the PISA assessment has proved that Australia has not accepted the new innovation in the educational sector.

On the other hand, Australia has published its unique framework of education system. Chowdhury (2017) has stated that AQF (Australian qualification framework)  is majorly targeted to the tertiary level of education of the Australian educational system. AQF has created a relationship between the different levels of education like 10th level, university education and vocational programmes as well. This has helped in the development of 22,000 courrces around the entire education system of the nation and has helped in the management of the same. Hpowver, the primary and secondary level of education has not been focused from the very beginning. This has created a major gap between the primary and secondary level of education with that of the tertiary academic system of the country. It has been identified that the students of the country in the secondary level are lagging in subjects like Mathematics, science and technology as well. However, the majority of the higher studies are dependent on these subjects. Hence, this gap in knowledge and skill deprives them of access to the AQF standard of learning.

Moreover, the studenshave major crisis in reading and cognition which is depriving them from getting proper assessment at the international level of education. As per the viewpoint of Sheth (2015), the student has to effectively communicate with the pwrs, professors and the module kearders to get proper knowledge from call. Additionally, the application of reflective practice is also tagged with tertiary education. This practice of reflective learning is one of the major new innovations and integration with the global educational system. However, the reflective practice is very little encouraged in the primary and secondary scale of education. This is one of the major factors which has invoked issues in the quality of primary and secondary education systems of the country. With the lacking in the reflective practice, the skill of self-analysis very little develops within the students. This hinders them from assessing their lev; ofg knowledge. Hence, this should be rectified to get a proper level of assessment system for the quality of education for the nation.

Significance and analysis of the issue in regards to global learning

In recent times, overseas and international education courses are quite common. As per the idea of Cao & Tran (2015), cross-border academic courses help the students to get integrated with the global level of education and promote the students to get access to the educational system of the other countries. Hence, from this scholarly literature, the importance of global learning and the participation of the students into the same can be derived. This concept is also applicable for the students and the education system of Australia. However, through the data and analysis of the above sections , it is quite prominent that the assessment system of Australia is not up to the global educational assessment and quality. The education system of the mentioned nation is not promoting early age education for the students below 3 years. As per the research paper of O’Connor et al. (2016), the participation of children below 3 years into educational courses is quite lower for the economically developed nations. This has been creating a major challenge for Australia to get the same standard of education quality to the other nations around the globe.

The data has proved that 70% of the children below 3 years of age in Australia are not associated with pre-school education programs (Ketchell, 2016). It has been identified that the skill of cognition and receptiveness of the students get developed in the preschool programs. As per the viewpoint of Ashby & Valentin (2017), cognitive learning theory or CTKL is one of the most adopted learning theories which provides stress in the development of the cognitive and communicative skills of the students at early childhood. It has further been supported by Küçükturan & Altun (2017) and have stated that the interactive teaching process of playschool helps in the development of the cognitive skill of the students which is highly needed for the future education. The lack of this practice has been noticed in the Australian community. Moreover, the assessment framework of the educational system of the country has not criticised this issue. Hence, from this angle, it can be analysed that this is one of the major drawbacks of the quality assessment system of the country which is directly imparting negative influence over the future of the student and the upward progression of the educational system of Australia.

 The major innovative ideas are implemented by OECD at the global level to develop the assessment criteria and the standard of education; quality assessment around the world. The high income countries like the UK or the USA and Switzerland have enhanced their assessment standard. As per the idea of Thorpe et al. (2015), In contrast to the same, Australia has not enhanced their assessment framework for the quality of national education and child pedagogy as well. Hence, from this angle, it can be mentioned that there is a gap between the global standard and Australia in regards to learning and application of innovative strategies for the quality development of education. Preradovic et al. (2016) has analysed the aspect of digitalisation in education and have stated that the implementation of digital technology in child pedagogy helps in creating a better impression over a child's mind. Different universities and higher schools have integrated audio-visual classrooms for the students but in the child Scholl the application of audio-visual classes have not been widely noticed for Australia. This has created an intra-system discrepancy. This also has a prominent impression over the deterioration of education assessment and quality of education as well.

 After all such analysis , it can be mentioned that the educational structure of Australia should be redesigned to integrate the same with the global standard of education assessment and education quality. The practice of reflectcve learning and selfrecfelectuve analysis should be integrated in the secondary level to develop the basement quality among the students. This should provide better confidence to the students to get their assessment for the national and international level of education. Obn the other hand, it has been noticed that the rate of preschool ibvolverment of the students is about 18%. This needs to be enhanced to develop better cognitive skills among the students of Australia. preschool activities should be integrated with child development which should help in the enhancement of their communication skills as well. Special concentration should be provided towards the integration of STEM education in the secondary and tertiary level. STEM education should help them to integrate technology with the secondary and primary education system of the country which has a long lasting impact over the career of the students. The course of language and mathematics should be redesigned as per the other nations and should strictly be invigilated to get a better outcome in the mentioned domains. Moreover, the monolinguistic approach of education should be changed and integration of multiple languages in education should be promoted.

Conclusion on Education Assessment and Quality

At the end of the study, it can be concluded that the education structure along with the educational quality and assessment system is an important challenge over the development of the academic sector of Australia. It has been identified that the country has scored very less in the PISA assessment and the analysis has revealed that the domain like mathematics, science and reading is majorly lagging. Moreover, the participation of female students in the courses of higher mathematics is lao very less. All these factors hs happened for the lack of involvement of the children at the preschool educational programs. this is needed to be changed in order to develop better cognitive and communication skills for the students of Australia. Moreover, the stress of over native language has imparted negative influence over the development of skill in English. This also needs to be changed.

Reference List for Education Assessment and Quality

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Aubrey, K., & Riley, A. (2018). Understanding and using educational theories. SAGE Publications Limited. https://books.google.com/books?hl=en&lr=&id=DHR0DwAAQBAJ&oi=fnd&pg=PP1&dq=jean+piaget+theory+in+education&ots=2S05U76Gg5&sig=Ye5tn1Ahk8D1CSVKy27WRfzr4n8

Cao, L., & Tran, L. T. (2015). Pathway from vocational education and associate degree to higher education: Chinese international students in Australia. Asia Pacific Journal of Education35(2), 274-289. https://www.tandfonline.com/doi/abs/10.1080/02188791.2014.881318

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