The Australasian Survey of Student Engagement (AUSSE) provides a practical lens for assessing and responding to the significant dynamics, constraints and opportunities facing higher education. It stimulates evidence-based conversations about students’ involvement in the activities and conditions which empirical research has linked with high-quality learning and outcomes.

This Guide is designed to encourage a shared view and to achieve improved outcomes for all learners within the vocational education and training (VET) sector.

This paper discusses the factors associated with failure to recognise giftedness through traditional methods of identification, in particular the use of one-off standardised tests and teacher nomination. The research-based evidence for the use of dynamic assessment approaches to reveal the hidden potential of culturally diverse students is discussed.

This paper presents data on the educational performance of children from financially disadvantaged backgrounds and examines its variation as affected by traditional measures of SES as well as by a range of other family, individual and contextual factors.

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Results from international programs that assess the skills and knowledge of young people have
indicated that Australia’s Indigenous students perform at a significantly lower level than non-
Indigenous students.

The panel session, Sharing your voices: achieving equity and engagement for all students, was held at the 2009 ACSA Conference. The nearly conference delegates worked simultaneously in groups to answer one of the following questions: Question 1: What sort of professional culture and skills do teachers need to help all students achieve well? Question 2: What are the challenges of a national curriculum for equity and engagement? Two documents listing the delegates' responses can be accessed from the site.

This presentation provides the background and context to the important issue of assessment and equity in relation to Indigenous students in Australia. It draws on the research from an ARC Linkage project that is examining questions about the validity and fairness of assessment.

The three-yearly PISA assessments provide an opportunity to monitor the performance of Australian students in reading, mathematical and scientific literacy. The assessments examine the performance of particular equity groups; and look at how well particular groups of 15-year-old students, approaching the end of their compulsory schooling are prepared for meeting the challenges they will face in their lives beyond school. This report analyses of the achievement of Indigenous students in reading, mathematical and scientific literacy.