Some fear ChatGPT will increase student cheating. But education academics say it can also save time preparing lessons and create new opportunities for learning.
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Articles on Assessment
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Educators need to carefully consider ChatGPT and issues of academic integrity to move toward an assessment system that leverages AI tools.
Parents and carers might be worried a child is slow to talk or can’t seem to maintain attention. But getting a proper assessment can take years and connecting to support, even longer.
Teaching students techniques to cope with anxiety and stress can help them bounce back after a hurricane upends their life.
COVID-19 has challenged teachers’ abilities to provide students with chances to learn and to report on student learning.
500 million people live in 19 African countries deemed “water insecure”.
Scicomm is a hashtag, and there are many programs that claim to teach scientists how to be better communicators. But it’s hard to show exactly what they’re accomplishing.
The forced transition to online university learning will mean teaching practices will be permanently changed.
Independent assessments were meant to make access to the NDIS fairer. But disability groups disagree and want them stopped.
Take part in collaborative working and play to your strengths.
Equity and privacy problems with online proctoring reflect a larger issue: Students look to universities to set an example of integrity.
The COVID-19 pandemic has dramatically accelerated a growing shift to test-optional admissions policies or scrapping entrance tests altogether.
To concentrate best, we need to resist distractions. It can help to set some goals and check your progress as you study.
The outcry over exam results has exposed underlying problems in how we assess educational performance.
This controversy shows that assessment is not neutral: the system used can clearly benefit some groups of pupils over others – it requires more than technical processes to ensure justice.
Students in an information technology unit were given a chance to learn from their mistakes to score higher marks. But only the motivated showed an improvement.
It’s possible to be a test-taker who achieves a high score in English language tests, yet remain unable to function well in the language.
Are current forms of standardized literacy tests really measuring children’s capacity to read and interact with our rapidly-changing world?
How can parents and educators assist children and youth with dealing with everyday challenges and stresses?
Student assessments help children develop self-regulation skills, but teachers don’t have the time when class sizes are large.
Top contributors
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Professor of Education Governance and Policy Analysis, Brock University
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Associate Dean, School of Graduate Studies & Professor, Faculty of Education, Queen's University, Ontario
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Senior Lecturer in Educational Assessment, Macquarie University
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Pro Vice-Chancellor of Te Wānanga Toi Tangata Division of Education; Professor of Measurement, Assessment and Evaluation, University of Waikato
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Associate Professor and Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University
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Professor, Faculty of Education and Arts, Australian Catholic University
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CEO, Australian Council for Educational Research
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Head of School of Education and Professor of Educational Psychology, University of Wollongong
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Senior Lecturer in Education and Social Justice, Lancaster University
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Associate professor, RMIT University
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Professor and Clinical Psychologist, Michael Crouch Chair in Child and Youth Mental Health, University of Sydney
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Chair of Education (assessment) Melbourne Graduate School of Education, The University of Melbourne
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Emeritus professor, Deakin University
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Deputy Vice-Chancellor and Vice-President (Education and Students), University of Technology Sydney
