‘Computer adaptive tests offer a glimpse into the future of learning, the curriculum and assessment.’ In his new column for Teacher, Professor Geoff Masters AO discusses the role of adaptive tests in challenging traditional achievement tests, and why they provide a more accurate estimate of the point an individual has reached in their learning, regardless of their age or year level.
The term ‘evidence-based practice’ is widely used in education. Schools are continually presented with strategies, programs and approaches that claim to be ‘research-based’ or ‘evidence-based’. But what is evidence-based practice? And, how do schools determine which of these programs and methods have solid foundations in research?
‘Grades do not assist parents to see and monitor their children’s growth in an area of learning across the years of school.’ In his new Teacher column, Professor Geoff Masters AO explores why there is such a mismatch between parents’ beliefs in their child’s learning, and how ready the child is for the year’s curriculum.
‘One of the biggest challenges facing educators is to find better ways to meet the learning needs of the many students who fall behind in our schools.’ In her latest Teacher column, Dr Sue Thomson explores the issue in an Australian context, and the progress made in recent years.
‘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.
Preparing students for life and the workforce includes equipping them with skills such as problem solving, collaboration, critical thinking and creative thinking. But, how do these capabilities develop over time and what do they look like in terms of teaching and assessment?
In today’s article, we find out how leaders and teachers at a Canberra primary school are using a range of data to identify and meet the needs of children from preschool – to great effect.
Boys remain less likely to be developmentally ready for school than girls, the latest results of the Australian Early Development Census show.
In a fortnightly series, Teacher has been taking a closer look at some of the Gonski recommendations and highlighting existing work happening in Australian schools. This final instalment focuses on assessment of student learning.
Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning, Professor Geoff Masters AO writes in his latest Teacher column.