Measurement

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.

The Progress in International Reading Literacy Study (PIRLS) measures Year 4 students’ reading literacy achievement. When the last study cycle was conducted in 2016, students in the Russian Federation outperformed their peers in all 50 participating countries and 11 benchmarking regions.

How can we teach and assess general capabilities such as critical thinking, creativity, collaboration and research skills? Dr Claire Scoular and Jonathan Heard share details of a research project aiming to develop practical tools for use in the classroom.

'Reading is much more than a tool for education or work.' What do Year 4 students think about reading? Is it fun? Do they think they learn anything? Dr Sue Thomson explores these questions in her first Teacher column.

Equity in education is often viewed as equivalence or sameness. A more useful way to view equity is through the lens of ‘fairness’, Professor Geoff Masters AO writes in his new Teacher column.

Research shows that in Australia the most advanced 10 per cent of students in a year level are about five to six years ahead of the least advanced 10 per cent. This infographic shows approximate distributions of students in NAPLAN Reading.

Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools, Professor Geoff Masters AO writes in his latest Teacher column.