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Educational Assessment, Evaluation, and Research

Student assessment

Prof Geoff Masters AO

Articles 1 - 6 of 6

Full-Text Articles in Education

Towards A Growth Mindset In Assessment, Geoff Masters Oct 2013

Towards A Growth Mindset In Assessment, Geoff Masters

Prof Geoff Masters AO

Assessment and reporting processes shape student, parent and community beliefs about learning – sometimes in unintended ways.


Measuring Progress, Geoff Masters Sep 2013

Measuring Progress, Geoff Masters

Prof Geoff Masters AO

Geoff Masters discusses the need for a system of educational assessment that provides long-term pictures of student progress.


Pat Science : Getting Good Assessment Down Pat, Geoff Masters Aug 2012

Pat Science : Getting Good Assessment Down Pat, Geoff Masters

Prof Geoff Masters AO

A new school assessment resource in science from the Australian Council for Educational Research (ACER) has just been launched, following more than two years of development and trial testing. Called PAT Science, the new addition to the Progressive Achievement Tests series complements PAT Reading and PAT Maths, which are now widely used in Australian schools. PAT Science fills an identified need for better classroom information about the progress students make in their science learning between Year 3 and Year 10. By the time they reach 15 years of age, 13 percent of Australian students are classified as 'at risk' of ...


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 is ...


Reforming The Assessment Of Student Achievement In The Senior Secondary School, Geoff Masters, P Hill Dec 1987

Reforming The Assessment Of Student Achievement In The Senior Secondary School, Geoff Masters, P Hill

Prof Geoff Masters AO

The challenge that confronts agencies responsible for assessment and reporting in the senior secondary school is to extend systematic assessment procedures to broader range of learning outcomes than those currently assessed by public examination, to develop methods of reporting which are more descriptive of individual achievement and which provide a better basis for describing and maintaining standards, and to provide results which are sufficiently comparable across schools to enable fair comparisons of applicants for tertiary study. Some recent developments in assessment and reporting practice are considered with a view to identifying methods and approaches capable of satisfying this diverse set ...


A Sense Of Direction In Criterion-Referenced Assessment, Geoff Masters, John Evans Dec 1985

A Sense Of Direction In Criterion-Referenced Assessment, Geoff Masters, John Evans

Prof Geoff Masters AO

This paper describes some experimental work undertaken by the authors with teachers in a number of Australian schools to provide criterion-referenced assessments of student achievement. In these investigations we work closely with individual teachers using assessment materials developed within each school. We analyze students' performances on these materials, provide teachers with computergenerated reports, and assist teachers to use these reports to monitor the progress of their students and to diagnose individual strengths and weaknesses.