Let’s not burden 15-year-old students with a low-value test that does a poor job of evaluating learning.
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Articles on PISA
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Motivation plays a large part in educational success. Of students who sat the PISA test in 2018, 73% indicated they would have put in more effort had the scores counted towards their school marks.
Australian governments have committed a lot of money and effort over the last few decades to improve schooling using “what works”. But this hasn’t worked. So what can we do to improve education?
Only 8% of Australian students said they were learning two or more foreign languages in 2018, compared to 50% of students across OECD countries.
Studies on homework are frequently quite general, and don’t consider specific types of homework tasks. So it isn’t easy to measure how effective homework can be. But here’s what we do know.
A survey of 268 teachers found 85% considered education news coverage to be generally negative. And 81% found it demoralising.
Canada’s Council of Ministers of Education has yet to articulate a vision for overcoming two school years of disrupted education.
An analysis of data from the Programme for International Student Assessment (PISA) has found the gender gap in maths tests increased where papers contained more multiple choice questions.
Improving initial teacher education is a long-term strategy. It won’t achieve the education minister’s goal of getting Australia to the top-performing nations in maths and literacy by 2030.
The NSW curriculum review recommends students be assigned tasks based on their ability, rather than their age. This approach recognises the progress individuals make over the course of a year.
Our children should no longer be taught formulaic writing. Writing education should encompass skills that go beyond the capacities of artificial intelligence.
Standardised tests or exams have been in place in a number of educational systems for nearly two centuries. They are rooted in reformers’ desire to regulate schooling and hold educators accountable.
Data are about to be released on how well countries teach Year 4 and 8 maths and science Results from the last cycle of testing in 2015 showed Australia’s students achievement had flatlined.
Teachers could better support young people’s scientific inquiry into urgent planetary and social issues if school testing valued practical science.
Today’s urgent inequality and environmental crises mean that more, not fewer, students should be studying history.
Many reports over the 12 years of NAPLAN’s existence have highlighted a plethora of issues with the test that need to be urgently addressed. And the most recent review is not exception.
After years of neoliberal policies eroding the tax base to pay for high schools, mandatory online learning curriculum from classrooms could be the next international money-maker.
Closing the reading achievement gap continues to be a pressing global challenge.
After 20 years of education strife in Ontario, it’s time to look overseas for inspiration to rethink what education is about.
Education minister Nadiem Makarim announced he would abolish Indonesia’s national exams in favour of a PISA-style student assessments. We asked two experts how this policy should best be rolled out.
Top contributors
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Deputy CEO (Research), Australian Council for Educational Research
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Professor of Education Governance and Policy Analysis, Brock University
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Associate Professor, School of Education, University of Southern Queensland
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Lecturer in Economics and Social Statistics, UCL
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Professor of Education, Sheffield Hallam University
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Senior Lecturer in Education, Canterbury Christ Church University
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Associate Professor, Beijing Normal University
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Research group leader, principal investigator, and ATTRACT-fellow, University of Luxembourg
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Director of Research and Deputy Head of Southampton Education School, University of Southampton
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Professor of Economics, University of Sussex
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Professor of Education, Southern Cross University
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School Education Program Director, Grattan Institute
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Research Fellow, Oxford University Centre for Educational Assessment, University of Oxford
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Research Fellow, Oxford University Centre for Educational Assessment, University of Oxford
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Associate professor, Deakin University
