Assessment

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Using comparative judgement – data from the Australian Writing Assessment Project
Using comparative judgement – data from the Australian Writing Assessment Project

In today’s article, Daisy Christodoulou and Jeanette Breen share details of the Australian Writing Assessment Project, which brings together 25 schools to trial a technique called Comparative Judgement, and some of the early feedback and findings.

‘Big five’ education challenges: Deepening our understanding of 21st Century skills
‘Big five’ education challenges: Deepening our understanding of 21st Century skills

Considerable progress has been made in defining 21st Century skills, but curriculum implementation is the next hurdle. That was one of the messages to come out of the first webinar revisiting the ‘big five’ education challenges facing Australian schools.

Q&A: Student assessment – looking at data from different angles
Q&A: Student assessment – looking at data from different angles

In this Q&A we speak with Dr Katie Richardson about looking at student assessment data from different angles, identifying patterns in data, and why working collaboratively to interpret assessment data is a useful technique.

Assessing students’ writing using comparative judgement
Assessing students’ writing using comparative judgement

In a recent Teacher article, Learning Specialist Jeanette Breen shared how Templestowe Heights Primary School (THPS) in Victoria has improved its writing moderation process. Here she describes a new step that aims to bridge the gaps that still exist for staff, through an assessment process known as comparative judgement.

‘Big five’ challenges in school education – what progress have we made?
‘Big five’ challenges in school education – what progress have we made?

Professor Geoff Masters AO shares details of a special ACER five-webinar series, where expert practitioners, researchers and policymakers will revisit the major challenges in school education he wrote of six years ago, and ask what progress has been made on each, and what needs to happen next.

The equity myth
The equity myth

‘Equity demands a curriculum responsive to individual needs, not blind equality.’ In his new Teacher column, Professor Geoff Masters AO highlights the important difference between equality and equity in education.

Teacher’s bookshelf: Early years assessment
Teacher’s bookshelf: Early years assessment

In Strong Foundations: Evidence informing practice in early childhood education and care, Associate Professor Anna Kilderry and Honorary Professor Bridie Raban lead a team of 34 contributors, sharing knowledge and insights from research and links to everyday practice. This exclusive extract for Teacher readers discusses the ‘Principles of quality assessment’.

Steps towards ‘future-proofing’ students
Steps towards ‘future-proofing’ students

An industry report from the University of Melbourne says deeper, more systemic change is needed to help ‘future-proof’ students. Researchers say this must start with altering what and how we assess when it comes to the general capabilities, particularly the skills which relate to employability.

A whole-school approach to moderating student writing
A whole-school approach to moderating student writing

Working with colleagues to assess and moderate student work enables teachers to make consistent judgements of achievement and progress. In our latest reader submission, Learning Specialist Jeanette Breen shares how Templestowe Heights Primary School has improved its writing moderation process and five tips for a more successful experience.

What can we learn from 20 years of PISA?
What can we learn from 20 years of PISA?

At the start of the millennium, students around the world participated in PISA (the Programme for International Student Assessment) for the first time. Twenty years on, what can the wealth of data collected so far tell us about education in Australia?