Data
Information Releases
To support research by schools and other institutions
SSABSA provides data
information releases related to specific topics.
Annual Publications
- SSABSA
Annual Report - Includes useful statistical
information about SSABSA and the SACE as well
as Longitudinal Statistics.
- SSABSA Statistics: Participation
and Performance - An annual publication of supplementary
statistics, which contain detailed information on
student participation and performance to supplement
the statistical information contained in the Annual
Report - contact
SSABSA for cost and availability.
General Research Publications (pdf
documents)
Papers (pdf documents)
- Negotiating Multiple Interests in High-Stakes Assessment, No. 2001 - Getting Inside Construct Validity
- Antonio Mercurio, Twenty Years of National Collaboration in Language Assessment at the Upper Secondary Level: Lessons Learned, 2005
- Antonio Mercurio, Teacher-based Assessment at the Upper Secondary Level of Education - an Exploration of the Interaction between ‘Teachers as Assessors’ and ‘Teachers as Moderators’, paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore, May 2006
- Antonio Mercurio, 'The discourse of alignment: Curriculum and assessment disjunctions at upper secondary level', Curriculum Developments in Australia: Promising Initiatives, Impasses and Dead-ends, ed. C. Harris & C. Marsh, Australian Curriculum Studies Association Inc, 2005.
- Janet Keightley and Rod Bauer, 'Reconceptualising Senior Secondary Certificates: Issues and Solutions Recognition of Other Learning', July 2003
- Janet Keightley and Rod Bauer, 'Recognition of Community Learning: Community - Developed and Personal Learning Programs', July 2006
- Janet V Keightley, 'School Based Assessment in South Australia', September 2002
- Janet V Keightley and Mostyn J Coleman, 'School Based Assessment in a High Stakes Environment', September 2002
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RESEARCH PROJECTS
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Subject evaluations - Subject
Evaluations are undertaken in accordance with SSABSA's
redevelopment schedule for accredited Stage 1 and Stage
2 subjects. They are usually associated with re-accreditation
and therefore represent a mandatory phase within a subject's
life-cycle.
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Recognition of Community Learning
for SACE Completion – In 2002, SSABSA conducted
a community consultation on proposals aimed at recognising
the learning that is gained through programs or activities
undertaken outside formal SACE studies, which could contribute
to completing the SACE. Feedback from that consultation
is available in a summary
report [pdf].
In June 2005, SSABSA approved a policy
on the recognition of community learning.
Development of the SSABSA recognition model will enable
students to gain recognition in the SACE for completed
community awards and training programs across a wide
spectrum of youth development organisations, as well as for
personal learning programs in the community.
Procedures for
schools to implement the recognition strategy are outlined
on the recognition
website and published in the Recognition
of Community Learning: Guidelines 2006.
| More Information about SSABSA research contact:
SSABSA Research Team Leader
Phone 08 8372 7400
email info@ssabsa.sa.gov.au |
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