Teacher development multi-year study series. Vanuatu: Interim report 2

Abstract

The Australian Government is supporting the Government of Vanuatu through its Vanuatu Education Support Program (VESP) to undertake long-term education reforms. A key focus of these reforms is the rollout of a new national curriculum in conjunction with the National Language Policy (2012), intended to improve teaching quality and student learning outcomes for students in the primary and early secondary years of education. Part of a multi-year study series, the Education Analytics Service (EAS) is investigating how the VESP is making a difference to these teaching and learning outcomes.

Formative assessment in Timor-Leste: teachers’ perception and practice

“…Research has proved that teachers are reluctant to implement formative assessment without formal support measures (Crichton & McDaid, 2016). In the context of Timor-Leste education, teachers generally receive support from school leaders through mentoring and class observation (Cassity et al, 2023). Nonetheless, the internal school support is limited to mentoring and class observation only.…”

“…students' learning outcomes is inconclusive because of the absence of a regular national assessment of learning outcomes(Cassity et al, 2023). According to DeLuca et al (2019), teachers will be more comfortable applying formative assessment if they receive continuous professional training and support from knowledgeable professionals.…”