There are benefits and drawbacks to both formative and summative assessment. Both are important parts of a rigorous assessment program.
In Australian schools, assessment drives learning, but there are better models to consider than the current system of supplementary examinations.
Standardised tests are a powerful tool for building an evidence base of what works to guide education policy.
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.
The use of standardised testing is a divisive topic, and most of the disagreement comes down to beliefs about whether using it to control education is a good or bad thing.
My School data does not show the quality of teaching, and school comparisons and rankings can be misleading.
Our current way of assessing students doesn't let them see the progress they are making over extended periods of time.
Many young children can give the false impression that they are learning to read, when in fact they are mostly guessing words from pictures or context. This test will help to identify these students.
Despite significant reform agendas over the past decade, no real progress in outcomes has been achieved.
South Africa's annual matric pass rate obscures important differences in provincial achievements, the rural and urban divide and the unequal outcomes for learners in poorer schools.
Various forms of testing that reduce students’ knowledge, capacities and skills to a single number cannot of themselves help inform improvement.
If we want excellence in our schools, we have to provide a system with the incentives, enablers and rewards for improvement built in.
The furore over Australia's international ranking in science, maths and English obscures what we should really be focusing on.
Exams do have a purpose, but they shouldn't be used to assess the recall of meaningless facts.
Teaching students skills such as creative thinking and problem solving will become part of the curriculum from 2017. But in order to assess these capabilities, teaching styles will have to change.
Why we should lament the sharp drop in the number of teenagers taking the one-year qualifications.
Testing takes the magic out of education – playful learning may be the answer.
A decade after they were phased out, the government could reintroduce national tests for seven-year-olds.
New look GCSEs and A-levels will be sat by young people – but they haven't been asked about the reforms.
We could be fooled into thinking pay-for plagiarism is a modern, high-tech invention. However, the internet merely supports the logistics.