‘The quality of an education system can never exceed the quality of its teachers.’ In his new column, OECD Director of Education and Skills Andreas Schleicher explores responses from TALIS 2018 where teachers around the globe share their views on the state of the teaching profession.

Dr Sue Thomson explores how the COVID-19 crisis has propelled schools to an online learning environment, and draws on data from the OECD’s 2018 Programme for International Student Assessment (PISA) and 2018 Teaching and Learning International Survey (TALIS) to shed light on students’, teachers’ and schools’ preparedness for the ‘new normal’.

In his final Teacher column of the year, OECD Director of Education and Skills Andreas Schleicher argues the biggest risk to schooling today isn’t its inefficiency, but that our way of schooling is losing its purpose and relevance.

In his new Teacher column, OECD Director of Education and Skills Andreas Schleicher outlines several strategies for elevating the teaching profession, including strengthening professional autonomy, trust and the collaborative culture.

‘… teachers talked about how they can prepare today’s students for their future, rather than for our past.’ Teacher columnist Andreas Schleicher shares details of discussions from the recent Qudwa Global Teachers’ Forum, which brought together 800 educators.

Online assessments are capable of providing significantly improved feedback to teaching and learning. Experience in schools is demonstrating the potential of online assessment – provided the foundations are right.

With the release of results from the four-yearly Trends in International Mathematics and Science Study (TIMSS), Geoff Masters discusses what it will take to lift levels of mathematics and science learning in Australian schools.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?

Professor Geoff Masters discusses recent developments in assessing student learning and how they will shape the future of assessment.