'Too often in our schools, the time-bound curriculum does not deliver learning experiences matched to individuals’ present levels of achievement and learning needs,' Professor Geoff Masters AO writes in his latest Teacher column.

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.

OECD Director of Education and Skills Andreas Schleicher explains there are several factors that impact student wellbeing, and much comes down to teachers, parents and schools.

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.

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.

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?

A willingness to acknowledge and learn from failure is essential for all progress, writes Professor Geoff Masters AO.

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.