Pressure on schools to make rapid improvements discourages deeper thinking about long-term solutions. Education can learn a lot from “slow” movements.
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Artikel-artikel mengenai NAPLAN
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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…
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.
This year’s preliminary NAPLAN results show Australian students are flatlining after ten years of the controversial tests.
My School data does not show the quality of teaching, and school comparisons and rankings can be misleading.
Various forms of testing that reduce students’ knowledge, capacities and skills to a single number cannot of themselves help inform improvement.
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.
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.
The furore over Australia’s international ranking in science, maths and English obscures what we should really be focusing on.
Being able to sound out letters in words doesn’t mean you can understand them. There is no clear evidence that a new phonics screening test for children in Year 1 will help improve reading levels.
The Productivity Commission has said that education spending has substantially increased over the last decade but student achievement has shown little or no improvement. Is that true?
Teaching philosophy for just one hour a week can improve children’s progress in writing, maths and reading.
Claims made by politicians and the media about what does and does not improve education outcomes are repeated on a regular basis. But is there much truth in them?
It is not reasonable for politicians to say NAPLAN results have plateaued, because comparisons from year to year are not reliably accurate.
Teaching graduates are expected to meet new test standard from July 1 this year.
Average NAPLAN results don’t tell the full story. Diving into the details is essential if we are to understand what is going on in Australian education.
Focusing on progress – not just achievement – and investing in improving teaching practice will help to lift slipping standards in Australian schools.
Responsibility for the operation of public schools needs to be separated from the policymaking and regulatory functions and put into a separate authority.
Research shows linking teachers’ pay to performance has little impact on student achievement. Similar tests to the ones the government proposes for young children now face a backlash in the UK and US.
Students reach the middle years of high school with poor vocabularies and unable to work with language in sophisticated ways.
Kontributor teratas
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Professor, School of Education, University of Southern Queensland
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School Education Program Director, Grattan Institute
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Associate Professor, Australian Catholic University
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Vice-Chancellor's Fellow, Melbourne Graduate School of Education, The University of Melbourne
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Senior Lecturer, Murdoch University
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
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Director of Research and Development, Pivot Professional Learning; and Honorary Fellow, The University of Melbourne
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Honorary Senior Lecturer, School of Education, University of Notre Dame Australia
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Adjunct associate professor, Southern Cross University
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Senior Fellow, National Centre for Indigenous Studies, Australian National University
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Professor, Faculty of Education and Arts, Australian Catholic University
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Researcher, The University of Melbourne
