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

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.

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?

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.

In his final Teacher column of the year Andreas Schleicher, OECD Director for Education and Skills, shares his key takeaways from this month’s Forum for World Education in Paris.

Success in schools may best be achieved not by pursuing it directly, but as a ‘side-effect’ of an unwavering dedication to the larger educational purpose, writes Professor Geoff Masters AO.

In his first Teacher column of 2017, OECD Director of Education and Skills Andreas Schleicher debunks some of the myths about what makes a successful education system.

It’s important to keep in mind that there are three central uses of data in school education. Professor Geoff Masters AO discusses.

The latest Principal Health and Wellbeing Survey reveals 19 sources of stress for school leaders. In this infographic, we look at the top 10 sources of stress reported by school leaders, and their top 5 sources of support.