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20-year slide in maths and science learning
20-year slide in maths and science learning

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.

Reducing disparities between Australian schools
Reducing disparities between Australian schools

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

‘Big five' challenges in school education
‘Big five' challenges in school education

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.

Achievement gaps - the continuing challenge
Achievement gaps - the continuing challenge

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

Rethinking formative and summative assessment
Rethinking formative and summative assessment

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?

Challenging our most able students
Challenging our most able students

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

Learning assessments – designing the future
Learning assessments – designing the future

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

Essential teaching practices – do they exist?
Essential teaching practices – do they exist?

Professor Geoff Masters discusses several practices that he would advance are part of the generic ‘essence’ of effective teaching.

Incentives - an ineffective school improvement strategy?
Incentives - an ineffective school improvement strategy?

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?

Technology reform full of good ideas, poorly executed
Technology reform full of good ideas, poorly executed

Andreas Schleicher says the road to education technology reform is littered with good ideas that are poorly executed, and explains why educators need to be involved in innovation.