Even when teachers are supporting specific learning difficulties (such as dyslexia), it’s important to expand boys’ repertoire of positive reading experiences.
Moving away from direct instruction and teaching to the test and towards making sure boys enjoy reading will improve outcomes.
The average year nine Indigenous student in a very remote area scores about the same in NAPLAN reading as the average year three non-Indigenous city student, and significantly lower in writing.
Using equivalent year levels provides us with a clearer picture of the gap for Indigenous students, who can be up to an equivalent of 7.7 years behind their non-Indigenous counterparts in writing.
Funding debates will likely spill into the new year.
The year 2017 is finally coming to an end, so here's a wrap of our coverage for the year, with bonus quiz!
NAPLAN results should also be considered in relation to other standardised assessments, which do not always tell the same story.
The results are in, and student achievement on NAPLAN has plateaued in literacy and numeracy, with some areas of improvement.
Despite improvements in the national average score, the 2016 PIRLS report confirms many Australian children continue to be left behind.
The results of an international study into reading skills offer reason for optimism for Australian students. But tragically, too many children are still being left behind.
Standardised assessments can inform what teachers teach, based on evidence of student learning.
Standardised tests are a powerful tool for building an evidence base of what works to guide education policy.
For a student who is blind, the obvious test adjustment is providing a braille test if they are proficient in braille.
Standardised tests restrict how well students with disability can do, which reinforces the idea that there are things they can't do that children without disability can.
If we fail to recognise that standardised tests are metro-centric, we will continue to produce disadvantage for rural students.
Results from the 2017 NAPLAN results showed very little improvement since the test was introduced 10 years ago.
NAPLAN is good at measuring some aspects of education, including knowledge difference between demographics, but has not produced a positive effect on student learning outcomes.
After 10 years of minimal breakthroughs, NAPLAN doesn’t seem to be going anywhere but online.
NAPLAN is great at tracking changes over time and between demographics, but not so great at measuring what factors effect change, engagement or creativity.
Will marking algorithms really reward good writing?
High grades might be awarded to papers that show the structural features of highly persuasive writing -- papers that follow the “persuasion script”, so to speak.
“Slow” movements promote concepts of mindfulness and a consideration of process as well as outcomes.
Pressure on schools to make rapid improvements discourages deeper thinking about long-term solutions. Education can learn a lot from "slow" movements.
The preliminary results of NAPLAN 2017 are out, and the news isn’t good. The annual test of our students’ literacy and numeracy skills shows that not much has changed since 2011, coincidentally – or not…
The ability to write quickly and effortlessly allows children to focus on translating ideas into writing.
Writing is a fundamental outcome indicator of learning across subjects and grades. The latest NAPLAN results tell us we need to do more to empower children with these skills.
About 1.1 million students in Years 3, 5, 7 and 9 sat the 2017 NAPLAN tests in May.
This year's preliminary NAPLAN results show Australian students are flatlining after ten years of the controversial tests.
The most reliable way to find the best school for your child is to visit and find out about its philosophy and programs.
My School data does not show the quality of teaching, and school comparisons and rankings can be misleading.
How can we use data from international tests to improve student learning?
Various forms of testing that reduce students’ knowledge, capacities and skills to a single number cannot of themselves help inform improvement.
On average year 3 girls perform higher than boys in reading, writing, grammar and punctuation, and spelling.
The latest round of NAPLAN results show Australia's school systems are not good at reducing the influence of a student's background on their academic achievement.
Australia has slipped further down the international rankings in maths, science and reading.
Rather than leaping to conclusions about a failing education system, we need to look at what the data tells us about student performance at a state level to help us make more informed decisions.
Should we base education reforms solely on Australia’s international ranking?
The furore over Australia's international ranking in science, maths and English obscures what we should really be focusing on.