Assessment

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.

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.

Students in Singapore once again topped the international rankings in two key subjects. The Trends in International Mathematics and Science Study (TIMSS) assesses students in Grades 4 and 8, every four years. Here’s how Singapore and other countries in the region performed in TIMSS, and how the scores relate to students’ knowledge and understanding.

Each year, around one million students sit the University Entrance Test in Indonesia. Delivering an online test to so many students isn’t without its challenges. In this article, we take a closer look at how the test is run.

In the latest Teacher podcast, we catch up with Dylan Wiliam to talk about effective questioning in the classroom, including the benefits of a no hands up policy, a classroom display called ‘the parking lot’, and planning your lesson around hinge questions.

In the third article in a series related to ACER’s Communication Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard highlight some of the observations that they’ve made in their early analysis of teacher comments on school reports.

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss why it is important that students are involved in the process of setting goals for their own learning and can monitor the progress that they’re making.

In today’s video Teacher magazine sits down with Australian Council for Educational Research CEO Professor Geoff Masters AO to discuss new ways of thinking about assessment.

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.