Measurement

In any given classroom, students are likely to be at very different points in their learning and development. Professor Geoff Masters AO explores why it is important for teachers to be able to track the long-term progress that each student makes.

How one Adelaide primary school has used Australian Early Development Census data to improve its transition and orientation to school programs.

School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

How one school responded to local census data highlighting a need to support early childhood development in the area of physical health and wellbeing.

There is a well-established way of thinking about schooling. But is there another way? Professor Geoff Masters AO discusses.

Professor Geoff Masters AO and Robert Marshall discuss school improvement, effective assessment and the current grading system.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.

One of the biggest challenges educators face is to find better ways to meet the learning needs of the many students who fall behind in our schools, fail to meet year-level expectations (often year after year) and, as a consequence, become increasingly disengaged, writes Professor Geoff Masters AO.

Mapping learning against a developmental continuum has made it possible to monitor progress and set individual targets at this school.

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