Measurement

There are good reasons to rethink how we organise the school curriculum. An alternative would be to structure the curriculum as a sequence of proficiency levels unrelated to age or year level, according to Professor Geoff Masters AO.

In his latest Teacher video Greg Whitby speaks to Candice Ferey, a teacher from St Columba’s Catholic College in Springwood about how her school is using data to monitor student growth.

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.

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?

Are teachers ever influenced by bias when it comes to grading student work? This is the focus of a new report from researchers at the University of New England. Professor John Malouff joins Teacher to discuss the findings.

It’s important to keep in mind that there are three central uses of data in school education. Professor Geoff Masters AO discusses.

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.