Professor Patrick GRIFFIN
B.Sc., M.Ed. T.S.T.C. Ph.D., F.A.C.E, F.I.E.A.

Patrick Griffin holds the Chair of Education (Assessment) at the University of Melbourne and is Director of the Assessment Research Centre. He is the Associate Dean in the Melbourne Graduate School of Education. He has published widely on assessment and evaluation topics that include competency development, language proficiency, industrial literacy, school literacy and numeracy, professional standards and online assessment and calibration.

Professor Griffin was awarded the John Smythe medal for excellence in research for his work on profiling literacy development and his work on profile reporting was identified in the annual 1996 yearbook of the American Society for Curriculum Development in Washington as world's best practice. He is a project team leader for UNESCO in southern Africa and was awarded, in 2005, a UNESCO Research Medal by the Ministers of Education from southern African nations. Professor Griffin is a World Bank consultant in Vietnam, leading national and international teams in studies of literacy and numeracy, and has lead the development of a competency framework for Vietnam’s 380,000 primary teachers teacher assessment that has been signed into law by the Vietnam Government. He has also addressed major professional associations, and taught and conducted assessment and evaluation research projects in more than 20 countries.

Professor Griffin is one of only five Australians admitted to the International Academy of Education. His current work includes the application of item response modelling in interpretive frameworks for criterion referenced performance and the development of professional standards for classroom teachers and educational managers in Australia, Vietnam and China. He is currently working with the state Education Department on the development of an Abilities Index for funding students with additional needs and also leads the state-wide evaluation of Netbooks, the development of the e5 instructional model and the Leadership Development Framework, the development of exit standards or school leavers. He leads a large ARC study to investigate professional learning team roles in developing literacy and numeracy and is a CI on a second large ARC grant to investigate the community effects in early childhood education participation and its impact on later life. He is currently completing an ARC grant investigation on computer administered problem solving tests which has led to the emergence of the current online testing and reporting system, launched for the Netbooks evaluation. Professor Griffin is also leading the state government’s evaluation of Regional Networks and their influence on Blueprint Priority actions. He is a member of the National Expert Advisory group for the NAPLAN tests and sits on a Ministerial advisory committee for student wellbeing.

Internationally, Professor Griffin leads the World Bank project in Vietnam on Higher Education Evaluation Teaching and Research Innovation. In Hong Kong he leads the Government evaluation of Native English Speaking teachers in Hong Kong secondary schools after finalising the same evaluation in primary schools. In Mainland China he is a professorial fellow of the East China Normal University and advises the China project on the development of teacher competencies.

ACE, AARE, AERA, ACSPR,IAE

B.Sc., M.Ed. T.S.T.C. Ph.D., F.A.C.E, F.I.A.E.

Assessment and Reporting for student learning
Educational Measurement

• Outcomes Based Education

• Learning and achievement assessment

• Longitudinal study of adult literacy

• Profiles of achievement

• Judgement based assessment

• Performance assessment

• Competency Based Assessment & Training (in - hospitality, metals, engineering; electronics; communications; mining, transport, real estate, building and construction); assessment tasks development and evaluation

• International English Language Testing System (IELTS)

• Interview Test of English as a Second Language

• Education and testing and evaluation in Vietnam in primary, secondary, vocational and higher education

• Second International Study of Mathematics

• Accelerated Apprenticeship

• Teacher stress and student discipline investigations

• south African Consortium for Measuring Educational Quality (SACMEQ)

• School to work transition

• Year 12 certification in Hong Kong and Australia

Books

Griffin, P., Tomlinson, B., Martin, L., & Adams, R.J. (2004). Interview Test of English for Adults (ITEL-Pro). Melbourne: Profile Press International.

Griffin, P., Tomlinson, B., Martin, L., Adams, R.J., Woods, K., & Storey, P. (2004). Interview Test of English for Children (ITEL-Ed). Melbourne: Profile Press International.

Griffin, P. (2002). Profiles in literacy: School reporting software. Portsmouth, New Hampshire: Heinemann.

Griffin, P., Smith, P., & Martin, L. (2002). Profiling English as a Second Language. Portsmouth, New Hampshire: Heinemann.

Griffin, P., Smith, P., & Ridge, N. (2002). Literacy profiles in practice. Portsmouth, New Hampshire: Heinemann.

Griffin, P. (2001). ALPS: Software support for the literacy profiles. Portsmouth, New Hampshire: Heinemann.

Griffin, P. (2000). Assessment design, analysis and interpretation. Quantitative methods for planning quality of education. National Institute for Educational Planning and Administration, New Delhi, India.

Griffin, P. (1998). Profiles and reporting in a developmental assessment framework. Melbourne: IARTV.

Griffin, P. (1998). An introduction to the Rasch model. Report prepared for the Latino Americano de Evaluacion de la Calidad de la Education. Santiago, Chile: Laboratory de Latino Americano de Evaluacion de la Calidad de la Education.

Griffin, P., & Smith, P. (Eds.) (1998). Outcomes based education: Issues and strategies for schools. Canberra: Australian Curriculum Studies Association.

Griffin, P., & Nix. P. (1991). Educational assessment and reporting: A new approach. Sydney: Harcourt Brace Jovanovich.

Chapters in Books

Griffin, P., Gillis, s., Connally, J., & Jorgensen, K. (2005). An Integrated Multi-source Measurement Approach to the Assessment of Management Competencies. In s. Reddy (Ed.), Multi-source Performance Assessment: Perspective and insights. ICFAI University Press, 145-179.

Griffin, P. (2003). Pupil test development and calibration. In N. Postlethwaite, K. Ross, P. Griffin, M. Ikeda, & C.P. Shaw (Eds.), Achievement levels of Vietnam’s primary pupils. Volume 2. Washington. World Bank.

Griffin, P. (2003). The development of the teacher tests, equating pupil and teacher results, and international benchmarking. In N. Postlethwaite, K. Ross, P. Griffin, M. Ikeda, & C.P. Shaw (Eds.), Achievement levels of Vietnam’s primary pupils. Volume 2. Washington. World Bank.

Griffin, P. (2003). What were the levels of achievement of Grade 5 pupils in reading and mathematics? In N. Postlethwaite, K. Ross, P. Griffin, M. Ikeda, & C.P. Shaw (Eds.), Achievement levels of Vietnam’s primary pupils. Volume 2. Washington. World Bank.

Griffin, P. (2003). Profiles and reporting in a developmental assessment framework. In V. Zbar & A. Mackay (Eds.), Leading the education debate. Melbourne: IARTV.

Griffin, P. (2001). Establishing meaningful language test scores for selection and placement. In C. Elder, A. Browne, & E. Grove (Eds.), Experimenting with uncertainty: Essays in honour of Alan Davies. Cambridge: Cambridge University Press.

Griffin, P.E., Gillis, S., Keating, J., & Fennessy, D. (2001). Assessment and reporting of VET courses in senior secondary certificates. Expanding opportunities for youth. Greater industry and university recognition: A series of papers sponsored by the National Working Group: Section 5. Brisbane: Australian National Training Authority.

Callingham, R., & Griffin, P.E. (2001). Beyond the basics: Improving indigenous students’ numeracy. In M. Mitchelmore, B. Perry & J. Bobis (Eds.), Numeracy and beyond. Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 122-129. Sydney, NSW: MERGA.

Callingham, R., & Griffin, P. (2000). Towards a framework for numeracy assessment. In J. Bana & A. Chapman (Eds.), Mathematics education beyond 2000. Proceedings of the 23rd An

• Primary Teacher Development Project: The Trialling of Competency Standards and Assessment Procedures for Primary Educators in Vietnam. – World Bank

• The Victorian Qualification Authority’s Credit Matrix. – Victorian Qualifications Authority. The Validation and Interpretation of the Scoring Criteria within the WA Graded Performance Model - Western Australia Department of Training NSW TAFE Grading - NSW Department of Education and Training

• General Ability, English and Mathematics (GEM) Test - North Shore Development and Coaching Centre

• New South Wales Biliteracy Project - New South Wales Department of Education and Training

• Rasch Model Scaling of the Royal Australasian College of Surgeons Basic Surgical Sciences Multiple Choice Question Examination - Royal Australasian College of Surgeons

• Evaluation of the Pilot Implementation of the Victorian Department of Education and Training s Ultranet Program - Victorian Department of Education and Training

• The Development and Trialling of Differentiated Assessment Tasks within VET in School Studies - Australian National Training Authority

• An Integrated Approach to Assessment of Higher Order Competencies - Australian Research Council, SPIRT

• Factors Influencing Completion Rates of New Apprenticeships and Traineeships - National Centre for Vocational Education Research

• Quality of VET in School Programs – Australian National Training Authority

• Development of Professional Standards for Vietnamese Primary Teachers (World Bank)

• Creative Problem Solving Project - Australian Research Council, SPIRT Project

• Knowledge and Understanding Studies of Asia (Asian Education Foundation)

• Development of the Course Experience Questionnaire - Commonwealth Department of Education, Training and Youth Affairs (DETYA)

• Quality Assurance System for Family Day Care Centres Department of Family and Community Services - Commonwealth of Australia

• Profiling literacy and numeracy for Australian indigenous pre-school children -DETYA, Indigenous Education Branch

• Improving numeracy in the middle years in Victorian Schools - Department of Education and Training, Victoria

• School Entry Health Questionnaire - Department of Human Services, Commonwealth of Australia

• School and workplace assessment for trainees

• Review of ACT school Boards and yr 12-examination system

• Southern African Consortium for Monitoring Education Quality, Test development and training

• Tasmanian Years 3 & 7 Literacy and Numeracy Assessment and Monitoring Program, Office of Educational Review, Dept of Education, Tasmania

• Southern African Consortium for Monitoring in Education Quality (SACMEQ)

• Outcomes Based Education - Impact on Teachers' Work, DETYA/ACSA

• Determinants of Literacy and Numeracy among primary school children in Vietnam, World Bank; Primary Education Co-ordination unit, Hanoi

• Australian Development Scholarships: Feasibility Study of the Pre Selection Knowledge Test, AusAID

• The Examination of the Theoretical Underpinning of Assessment Decision Making, Australian National Training Authority – Research Advisory Council

• Workplace Assessment in School Industry Partnerships, Australian Student Traineeship Foundation

• Development of the National Training Package for Workplace Assessment and Training, National Assessors and Workplace Trainers Body

• Establishment of National Internet Based Industry Competency Assessment System. Australian Emergency Management Institute

• Development of Literacy assessment for BHP

• Basic skills audit for the Building and Construction industry

• Longitudinal study of adult literacy students

• Role of industry training advisory boards

• Skills recognition procedures for the Transport Industry

• Infrastructure for Research at RMIT Education faculty

• Learning Assessment Project for Victorian schools

• Year 9 Numeracy Monitoring project, Development of exemplary

AREAS OF SUPERVISION

• Outcomes Based Education

• Learning and achievement assessment

• Longitudinal study of adult literacy

• Profiles of achievement

• Judgement based assessment

• Performance assessment

• Competency Based Assessment & Training (in - hospitality, metals, engineering; electronics; communications; mining, transport, real estate, building and construction); assessment tasks development and evaluation

• International English Language Testing System (IELTS)

• Interview Test of English as a Second Language

• Education and testing and evaluation in Vietnam in primary, secondary, vocational and higher education

• Second International Study of Mathematics

• Accelerated Apprenticeship

• Teacher stress and student discipline investigations

• south African Consortium for Measuring Educational Quality (SACMEQ)

• School to work transition

• Year 12 certification in Hong Kong and Australia