It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

According to Professor Geoff Masters AO, one of the biggest challenges we face in school education is to reduce current disparities in the schooling experiences of students in Australia’s most and least advantaged schools

One of the biggest challenges we face in school education is to raise the status of teaching as a career choice, to attract more able people into teaching and to develop teaching as a knowledge-based profession, writes Professor Geoff Masters AO.

Professor Geoff Masters AO discusses the challenges of closing achievement gaps.

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 AO discusses identifying and addressing the needs of individual learners in Australian schools.

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

Is there a ‘best’ way to establish the levels of knowledge, understanding and skill that students have attained in a subject by the end of Year 12?

By the turn of the century, the observation had been made in many countries that substantial increases in expenditure on schools had failed to deliver measurable improvements in student performance. But just how effective are incentives as an improvement strategy?