Assessment

The decision to move NAPLAN online provides an opportunity to place less emphasis on comparing the performances of schools and more emphasis on supporting student learning, according to Professor Geoff Masters AO.

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?

Teachers in any classroom can use samples of work in addition to assessment rubrics to create opportunities for students to evaluate, improve and take ownership of their own learning, explains educator Elizabeth King in our latest reader submission.

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.

It’s important to be sensitive as to why students are making spelling mistakes, rather than simply handing back work covered in red marker, language and literacy specialist Lyn Stone says.

Some Australian schools and school systems have seen greater improvements in NAPLAN results than others. How well do we understand where improvements are occurring and why? Professor Geoff Masters AO discusses.

A report on the 2015 Programme for International Student Assessment (PISA) results examines trends in Australia's average performance and the change in the percentages of students considered 'high' and 'low' performers.

Students begin each school year at very different stages in their learning and development. Nevertheless, every student should be expected to make excellent progress in their learning regardless of their starting point, Professor Geoff Masters AO writes.

Traditional ways of thinking about learning, assessment and educational qualifications are being challenged. Professor Geoff Masters AO discusses the three challenges that a senior secondary school can expect to face.

‘In an applied, investigative, context-based task, much of the learning and achievement of outcomes occurs during the process of undertaking the task.’