When it comes to designing student assessments, teachers can often get swayed by their instinct of being a topic expert over the actual requirements of the assessment. ACER India Research Fellow Bikramjit Sen discusses three common mistakes that teachers should keep in mind when creating a science assessment.

Additional Needs Coordinator Sue Pickett shares a study planner she created with her team at Eltham High School in Victoria, Australia, to support teachers in assisting students with additional needs.

In the first of our ‘10 questions with…’ series featuring leading education figures, Editor Jo Earp talks to Dr Rukmini Banerji about receiving the prestigious Yidan Prize, changes in school education in India over the years, and the urgent tasks facing teachers as they continue to support student learning during the pandemic.

Students have a diverse range of personal and contextual factors that influence their access to and achievement in their education. A new global study calls for a re-evaluation of education systems to promote personalised education.

Events of the last two years have forced teachers and principals to think differently about how they can continue to best meet the needs of students and their families. In the third article in our series on ‘Learning during in the pandemic’ we speak to award-winning principal Suruchi Gandhi.

We know that participating in sport and physical activity benefits health and wellbeing. New research analysing global data has found it also has a small positive effect on students’ academic performance, particularly in mathematics and science.

In the latest instalment of our series on ‘Learning during the pandemic’, Head of DLF World School and science educator Dimple Puri discusses flexible assessments for online teaching, with examples from her own classroom.

In this article, Deepali Dharmaraj explores techniques for professional development through social media, and common pitfalls to avoid while using them.

In this article, Dr Amrita Vohra, Education Director of GEMS India and Executive Principal of GEMS International School, Gurgaon, discusses opportunities and challenges to providing inclusive learning environments that allow all students to make satisfactory learning progress.

‘During the coronavirus pandemic, educators have been confronted with the challenge of keeping students engaged and safe, and ensuring their wellbeing.’ In this article, Meesha Arora shares ideas to help teachers understand and support students’ socio-emotional needs.