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Selected Works

Educational Assessment, Evaluation, and Research

Selected Works

Prof Geoff Masters AO

Science of learning

Articles 1 - 4 of 4

Full-Text Articles in Education

Understanding The Brain, And Learning About Learning, Geoff Masters Jun 2013

Understanding The Brain, And Learning About Learning, Geoff Masters

Prof Geoff Masters AO

No abstract provided.

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The Science Of Learning, Geoff Masters Aug 2012

The Science Of Learning, Geoff Masters

Prof Geoff Masters AO

Geoff Masters explains how an emerging field of research called the science of learning is improving our understanding of how students learn.

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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.

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New Views Of Student Learning: Implications For Educational Measurement, Geoff Masters, R Mislevy Dec 1992

New Views Of Student Learning: Implications For Educational Measurement, Geoff Masters, R Mislevy

Prof Geoff Masters AO

Recent research in cognitive psychology has drawn attention to the important role that students' personal understandings and representations of subject matter play in the learning process. This chapter briefly reviews some of this research, and contrasts the kind of learning that results in an individual's changed conception or view of a phenomenon with the more passive, additive kind of learning assessed by most traditional achievement tests. To be consistent with a view of learning as an active, constructive process, educational tests are required that focus on key concepts in an area of learning, and that take into account the variety …

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