National Academy for Educational Research (NAER): A Brief History and Functions

1. National Academy for Educational Research (R.O.C.)       Fred Ho Hung, Jo-Lieh Address：No.2, Sanshu Rd., Sansia Township, Taipei County 23703, Taiwan, R.O.C. TEL：+886-2-8671-1111   FAX：+886-2-8671-1274

2. A Brief History of the Establishment of NAER ▲ December 30, 1999 The Executive Yuan approved temporary regulations for NAER Preparatory Office. Seven institutions were ordered to be consolidated into the NAER: • Taiwan Provincial Institute for Elementary School Teachers In-Service Education, MOE. • Taiwan Provincial Institute for Secondary School Teachers In-Service Education, MOE. • National Institute for Compilation and Translation. • National Institute of Educational Resource and Research. • Educational Research Committee, MOE. • Humanities and Research Committee, MOE. • Science Education Committee, MOE.

3. A Brief History of the Establishment of NAER ▲May 8, 2000 The NAER Preparatory Office was officially established, Sansia Township, Taipei County was approved to be the site of Preparatory Office for the NAER. ▲ July 15, 2002 Official merger with the TPIESTISE, MOE. ▲ October 15, 2003 The Executive Yuan issued official letter for the establishment of Administrative Cooperation NAER to the Legislative Yuan. ▲ August 26, 2007 Official merger with the TPISSTISE, MOE.

4. Planning Objectives ‧Establish a national level educational research institution ‧Consolidate existing units ‧Integrate educational resources

5. Functions • ConsultationProvide consultation and assistance based on educational knowledge and trends • ResearchConduct fundamental, long-term, systematic, comprehensive, and applied research  • DevelopmentDevelop curricula, instructional media, and assessment tools • TrainingConduct workshops and seminars for administrators and seed teachers

6. Functions • Investigation Conduct situation analyses, needs assessments, and opinion surveys • Dissemination– Publish Findings. – Promote International Exchange. – Hold Conferences. • Information Services – Compile educational information.– Construct clearinghouse databases

7. The Need for a National Educational Research Facility

8. Increase International CompetitivenessMost developed countries have national educational research institutions to  create  knowledge and to strengthen the knowledge-based economy of the educational system

9. Respond to the demand for long term educational reform‧Provide theoretical and research bases for educational reform ‧Integrate research data to facilitate dissemination and utilization of research findings ‧Assemble research teams for in-depth, systematic analyses ‧Implement research findings at all levels of education, and strengthen the link between theory and  practice ‧Identify educational trends through systematic long term data collection and follow up  studies

10. Institutional Conceptualization • All-encompassing Educational Research • A democratic society educates the whole person • Each child will be brought up to personal potential • Cultivation of creativity will enhance human resources • Research on Key Issues • Mastery of knowledge economy principles will increase the value of education • Proactive research on educational trends will cope with rising needs in national development

11. Organization Structure of NAER Section for curriculum and teaching Section for educational policy and system Section for testing and evaluation Chief Secretary Center for Development of Educational Human Resources President Center for Teaching Materials General Affairs Office Personnel Office Accounting Office

12. Educational Research Introduction Research section ◇Section for curriculum and teaching ◇Section for educational policy and system ◇Section for testing and evaluation

13. Introduction • Devote to fundamental, integrated, and long- term study • Concentrate on curriculum and teaching, educational policy and system, testing and evaluation

14. Section for curriculum and teaching • Mission ◇conduct high quality, well-controlled research ◇provide guidance for curriculum innovation and reform ◇enhance excellence in teaching and learning at all levels of education

15. Section for curriculum and teaching • primary research ◇curriculum guidelines ◇benchmarks ◇curriculum development ◇instructional methods and media ◇teaching and learning

16. Section for educational policy and system • Mission ◇conduct comprehensive research to advice long term educational planning ◇provide data for educational policy decision making and administrative practice

17. Section for educational policy and system • primary research ◇educational policy theory and issues ◇educational system theory and issues ◇educational development indices

18. Section for testing and evaluation • Mission ◇conduct quality fundamental research ◇develop reliable testing and evaluation instruments ◇measure learning outcomes ◇assess long term educational achievement

19. Section for testing and evaluation • primary research ◇establish educational benchmarks ◇develop standardized tests ◇develop diverse assessment modules ◇evaluate educational progress ◇examine pathways for high school and college entrance

20. 2006 TASA-MATH • Purpose • Content of Assessment • Method of Implementation • Sample Questions

21. 2006 TASA: Purpose • understand the current learning status of mathematics and the relevant factors for 4 th and 6 th graders, 2 nd year junior high school students, and 2 nd year senior/vocational high school students • provide teachers, parents, administrators, and researchers a complete and specific referencing data

22. Content of Assessment(1) • Include numbers and calculation, quantity and actual measurement, geometry, statistics, probability, and algebra • assess the understanding of mathematical concepts, the application of procedures, and the ability of problem-solving

23. Content of Assessment(2) • Elementary schools' 4 th and 6 th graders should focus on “numbers and calculations” and see fewer questions on “statistics” and “algebra.” • 2 nd year junior/senior/vocational high school students focus more on “geometry” and “algebra,” and they focus less on “numbers and calculations,” “quantity and measurement,” and “statistics.”

24. Method of Implementation • question types -24 multiple choices and 2 application questions for 4 th and 6 th graders • 18 multiple choice and no for 2 nd year junior/senior/vocational high school students • 50 minutes for the test including 5 minutes for listening to instructions and 5 minutes for receiving and handing in the test papers, allowing 40 minutes for completing the test

25. Sample Questions • 3 Complexity criteria ◇knowing- demonstrate an initial understanding of the concepts and steps in the five fields and solve simple situational questions in a single step

26. Sample Questions • 3 Complexity criteria ◇understanding- integrate and use mathematical concepts and steps to solve complex situational questions

27. Sample Questions • 3 Complexity criteria ◇applying- apply different mathematical rules and integrate procedural knowledge and conceptual understanding to solve complex situational questions

28. Sample Questions • Complexity II Multiple Choice Sample Question ( )Ming-hong finds out the owner of a tea shop makes a cup of lemon green tea by mixing 0.6 liter of green tea with 0.15 liter of lemon juice. He makes 4 cups of this drink (as shown in the lower-right table) and finds one of them tastes exactly like the one made by the teashop owner. Which one of them should be the one that tastes identical? (1) cup A ＊ (2) cup B (3) cup C (4) cup D cup green tea （ liter ） lemon juice （ liter ） A 8 3.5 B 8 2 C 3 0.7 D 3 1

29. Thank You