The Contribution Of Iea Research Studies To Australian Education, John Ainley, John Keeves, Jan Lokan, Petra Lietz, Geoff Masters, Sue Thomson
Aug 2012
The Contribution Of Iea Research Studies To Australian Education, John Ainley, John Keeves, Jan Lokan, Petra Lietz, Geoff Masters, Sue Thomson
Prof Geoff Masters AO
This chapter is concerned with the contribution of the research studies conducted by the International Association for the Evaluation of Educational Achievement (IEA) to Australian education. During a period of 50 years education across the world has undergone a remarkable transformation. Many of the changes that have occurred have been initiated by the United Nations Organization and its agen¬cies, particularly UNESCO. From its origins within the UNESCO Institute in Hamburg, IEA and its programs have evolved to develop the worldwide conduct of research in education both through the undertaking and reporting of studies as well as the informal training of …
The Hard Work Of Improvement, Geoff Masters
Oct 2011
The Hard Work Of Improvement, Geoff Masters
Prof Geoff Masters AO
It is now widely recognised that, when performances are evaluated only in terms of measurable results, employees and organisations find ways to ‘game’ the system. Hospitals improve patient survival rates by taking fewer high risk patients; companies maximise short-term returns to shareholders by not investing in long-term growth strategies. And in extreme cases, a narrow focus on results produces corrupt behaviour – for example, manipulating a company’s financial results to make its performance look better than it is. There are obvious lessons in this experience for current efforts to improve educational outcomes. Following the model adopted in business, education systems …
Assessing Student Learning: Why Reform Is Overdue, Geoff Masters
Aug 2011
Assessing Student Learning: Why Reform Is Overdue, Geoff Masters
Prof Geoff Masters AO
Advances in our understanding of human learning require new approaches to assessing and monitoring student learning. Much assessment thinking has changed little over the past fifty years. The field continues to be dominated by twentieth century introductory textbook concepts, including such dichotomies as formative versus summative assessment, criterion-referenced versus norm-referenced testing, quantitative versus qualitative assessment, informal versus formal assessment – distinctions that often hamper rather than promote clear thinking about assessment. Assessment practice also has changed little over this period. Traditional, high-stakes examinations continue to dominate what is taught and learnt in many of our schools and universities. Greater use …
The Power Of Expectation, Geoff Masters
Jul 2011
The Power Of Expectation, Geoff Masters
Prof Geoff Masters AO
Success in most fields of endeavour depends on an ability to visualise success. It has long been known that elite athletes mentally rehearse each performance prior to its execution. Advances in neuroscience show why this may be so important: the neurological processes involved in visualising a performance are almost identical to those involved in the performance itself. Indeed, simply watching somebody else perform activates ‘mirror’ neurons in the observer paralleling neuronal activity in the performer. The ability to visualise success and an accompanying belief that success is possible appear to be prerequisites for most forms of human achievement.
