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Full-Text Articles in Education
Towards A Unified Theory Of Assessment, Geoff Masters
Towards A Unified Theory Of Assessment, Geoff Masters
Prof Geoff Masters AO
Attempts to categorise educational assessments as either ‘formative’ or ‘summative’ no longer serve us well and the time has come to develop a more unified theory of assessment.
Addressing The Learning Needs Of All Students, Geoff Masters
Addressing The Learning Needs Of All Students, Geoff Masters
Prof Geoff Masters AO
Year-level curriculum expectations in our schools sometimes impose artificial ceilings on student learning, and many of Australia’s most able students are not achieving their true potential as a result. Geoff Masters explains why.
The Future Of Learning Assessments, Geoff Masters
The Future Of Learning Assessments, Geoff Masters
Prof Geoff Masters AO
Processes for assessing student learning are undergoing fundamental transformation, according to Geoff Masters.
Review Recommends Tertiary Entrance Changes, Geoff Masters, Gabrielle Matters
Review Recommends Tertiary Entrance Changes, Geoff Masters, Gabrielle Matters
Prof Geoff Masters AO
A review by Gabrielle Matters and Geoff Masters of senior assessment and tertiary selection processes in Queensland has recommended changes to meet future education needs.
Stretching To Reach High Standards, Geoff Masters
Stretching To Reach High Standards, Geoff Masters
Prof Geoff Masters AO
In order to raise achievement, teachers need to stretch their students with tasks that are neither too easy nor difficult, according to Geoff Masters.
Getting To The Essence Of Assessment, Geoff Masters
Getting To The Essence Of Assessment, Geoff Masters
Prof Geoff Masters AO
Assessments in education can be made, interpreted and used in different ways, but all serve the same fundamental purpose, as Geoff Masters explains.
Why A To E Grades Paint The Wrong Picture, Geoff Masters
Why A To E Grades Paint The Wrong Picture, Geoff Masters
Prof Geoff Masters AO
Geoff Masters makes the case for a new approach to assessment so that teachers can better monitor the progress their students make and the effectiveness of their own teaching.
Towards A Growth Mindset In Assessment, Geoff Masters
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
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.
Put Assessment Reform In The Must-Do Basket, Geoff Masters
Put Assessment Reform In The Must-Do Basket, Geoff Masters
Prof Geoff Masters AO
The reform of assessment thinking and practice has the potential to lead and drive improvements in teaching and learning, but assessment reform is likely to be difficult without broader educational reforms. For example, assessment to establish where individuals are in their learning is largely pointless if teachers intend to deliver exactly the same content to all students in a class regardless of their current levels of achievement.
A Comparison Of Latent Trait And Latent Class Analyses Of Likert-Type Data, Geoff Masters
A Comparison Of Latent Trait And Latent Class Analyses Of Likert-Type Data, Geoff Masters
Prof Geoff Masters AO
This paper brings together and compares two developments in the analysis of Likert attitude scales. The first is the generalization of latent class models to ordered response categories. The second is the introduction of latent trait models with multiplicative parameter structures for the analysis of rating scales. Key similarities and differences between these two methods are described and illustrated by applying a latent trait model and a latent class model to the analysis of a set of 'life satisfaction' data. The way in which the latent trait model defines a unit of measurement, takes into account the order of the …