The questions in the NAPLAN numeracy tests are often years behind the level of mathematics students following the curriculum are studying that year.
Academic rigour, journalistic flair
Articles on Testing
Displaying 41 - 60 of 71 articles
This week’s NAPLAN results show the writing skill of students is actually dropping as they progress from Year 3 through to Year 9.
Under no circumstances do NAPLAN scores alone indicate a student’s full potential, so linking them to any future job application is a dangerous idea.
Algorithms are only human (well, designed by humans) but we need to trust they’ll do what they’re supposed to do. And that means we need a better way to test them.
Educational experts offer tips for parents and teachers to help children manage test anxiety but find that overall, policy-makers need to re-think what matters in schools and what’s worth measuring.
Changes to the literacy and numeracy standards for new teachers in Victoria have raised questions about what makes a ‘good’ teacher.
T.M. Landry College Prep, facing allegations of abuse, is known for getting students from poor backgrounds into Ivy League schools. An education scholar says the school’s focus was misplaced.
Do they really matter?
Literacy and numeracy can be assessed through creative tasks, like creating a drama performance or an electrical circuit, without hindering creativity.
An education professor, who worked as a teacher in Atlanta Public Schools during a cheating scandal that began in 2009, explains what factors and forces lead educators to fake academic success.
Despite embarrassing publicity about cheating at top US high schools, academic dishonesty remains a problem. Could focusing on mastery instead of test scores help mitigate the problem?
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.
Education Minister Simon Birmingham is right to be concerned about the number of children struggling with literacy - but this test is not the solution.
This year’s preliminary NAPLAN results show Australian students are flatlining after ten years of the controversial tests.
Elite exam schools are some of the least diverse public schools in the US. Here’s how colleges like Harvard could teach high schools like Stuyvesant to improve their admissions process.
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
Every year, 9 million students in China compete for just 6 million college admission spots. The systems that match students with schools are being overhauled. But will that improve outcomes?
Assessment should be a part of teaching and learning at universities. It’s important because it will subvert exclusion and allow all students to take responsibility for their work.
… and why our analysis is a much fairer comparison.
Good tests may build in failure, but that doesn’t mean they’re an efficient way of measuring a child’s ability.
Top contributors
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Associate Professor of Public Policy, University of Maryland, Baltimore County
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Associate Dean, School of Graduate Studies & Professor, Faculty of Education, Queen's University, Ontario
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Professor, Brock University
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Professor, School of Education, University of Southern Queensland
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Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
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Associate Professor in Higher Education Studies, University of Cape Town
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Associate Professor, Australian Catholic University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Research group leader, principal investigator, and ATTRACT-fellow, University of Luxembourg
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Associate Director of the Centre for Performance Evaluation and Resource Management and Honorary Visiting Professor, University of York
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Professor of Applied Mathematics, ARC Laureate Fellow, Chief Investigator in the Australian Centre of Excellence in Mathematical and Statistical Frontiers, The University of Melbourne
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Emeritus Professor of Education, University of Cumbria
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Associate Professor, Computing & Information Systems; Director, Melbourne Data Analytics Platform, The University of Melbourne
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Research associate and doctoral candidate, University of Luxembourg
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Lecturer in Economics and Social Statistics, UCL
