11 September 2017
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.
31 July 2017
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?
26 June 2017
'Too often in our schools, the time-bound curriculum does not deliver learning experiences matched to individuals’ present levels of achievement and learning needs,' Professor Geoff Masters AO writes in his latest Teacher column.
05 June 2017
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.
15 May 2017
OECD Director of Education and Skills Andreas Schleicher explains there are several factors that impact student wellbeing, and much comes down to teachers, parents and schools.
27 April 2017
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.
03 April 2017
How well do we help students recognise and reflect on the long-term progress they make at school? Could progress in school mathematics learning be more like progress in music learning? Professor Geoff Masters AO discusses.
20 February 2017
A regular school day for a school girl in Malawi looks vastly different to what her peers experience in Australia, as Julia Gillard witnessed firsthand during a trip to south-east Africa.
06 February 2017
In his first Teacher column of 2017, OECD Director of Education and Skills Andreas Schleicher debunks some of the myths about what makes a successful education system.
02 February 2017
Success in schools may best be achieved not by pursuing it directly, but as a ‘side-effect’ of an unwavering dedication to the larger educational purpose, writes Professor Geoff Masters AO.