‘Underpinning PAT is recognition that every student is at some point in their long-term progress and is capable of further progress given learning opportunities at an appropriate level of stretch challenge.’ In his latest Teacher column, Professor Geoff Masters AO explores what makes ACER’s progressive achievement (PAT) resources special.
‘Every student should be on the same (inclusive) path of learning, [and] every student should make excellent ongoing progress and eventually achieve the same high standards,’ Professor Geoff Masters AO writes in his latest Teacher column, adding that the challenge is in creating the conditions to enable this to happen.
‘Computer adaptive tests offer a glimpse into the future of learning, the curriculum and assessment.’ In his new column for Teacher, Professor Geoff Masters AO discusses the role of adaptive tests in challenging traditional achievement tests, and why they provide a more accurate estimate of the point an individual has reached in their learning, regardless of their age or year level.
‘Grades do not assist parents to see and monitor their children’s growth in an area of learning across the years of school.’ In his new Teacher column, Professor Geoff Masters AO explores why there is such a mismatch between parents’ beliefs in their child’s learning, and how ready the child is for the year’s curriculum.
Professor Geoff Masters AO shares details of a special ACER five-webinar series, where expert practitioners, researchers and policymakers will revisit the major challenges in school education he wrote of six years ago, and ask what progress has been made on each, and what needs to happen next.
‘Equity demands a curriculum responsive to individual needs, not blind equality.’ In his new Teacher column, Professor Geoff Masters AO highlights the important difference between equality and equity in education.
‘This alternative paradigm is more than a different way of structuring the curriculum; it invites new ways of thinking about teaching, learning, assessment and reporting—in a sense, a redefinition of “normal” practice,’ Professor Geoff Masters AO writes in a new Teacher article.
‘I believe we could dispense with ATAR at almost no cost, but significant benefit. There are several observations that lead me to this conclusion,’ Professor Geoff Masters AO writes as he makes the case for change in his latest Teacher column.
‘The current New South Wales school curriculum is in need of reform. That was the clear message from state-wide consultations and submissions to my review.’ In his latest Teacher column, Professor Geoff Masters AO discusses three aspects of the curriculum identified as being in need of reform.
'The school curriculum should embody a society’s vision for its future and play a vital role in achieving that vision.' Professor Geoff Masters AO reflected on this during his review of the New South Wales curriculum and on a study visit to Estonia.