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Educational Assessment, Evaluation, and Research

2018

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Curriculum design

Articles 1 - 4 of 4

Full-Text Articles in Education

Gonski, Learning And The Case For Change, Geoff Masters Oct 2018

Gonski, Learning And The Case For Change, Geoff Masters

Teacher columnist – Geoff Masters

The Gonski 2.0 recommendations may provide our best hope of reversing the long-term decline in the reading, mathematics and science levels of Australian 15-year-olds. A notable feature of Gonski’s report was that it looked at learning from the perspective of learners and recognised that the way we currently organise the school curriculum disadvantages some students.

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The Role Of Evidence In Teaching And Learning, Geoff Masters Aug 2018

The Role Of Evidence In Teaching And Learning, Geoff Masters

Teacher columnist – Geoff Masters

Much discussion of evidence-based teaching is based on a narrow definition that would benefit from a broader recognition of the role of evidence in teaching and learning. Professor Geoff Masters explores the role of evidence in teaching and learning at the 2018 Research Conference . Evidence-based teaching involves the use of evidence to: (1) establish where students are in their learning; (2) decide on appropriate teaching strategies and interventions; and (3) monitor student progress and evaluate teaching effectiveness.

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Is Setting Higher Standards The Answer?, Geoff N. Masters Ao Mar 2018

Is Setting Higher Standards The Answer?, Geoff N. Masters Ao

Teacher columnist – Geoff Masters

Raising the expected performance standard in each year of school and holding all teachers and students accountable for achieving these higher standards may not be the most effective way to improve levels of performance in Australian schools.

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A Different Way To Organise The School Curriculum, Geoff N. Masters Ao Feb 2018

A Different Way To Organise The School Curriculum, Geoff N. Masters Ao

Teacher columnist – Geoff Masters

There are good reasons to rethink how we organise the school curriculum. An alternative would be to structure the curriculum as a sequence of proficiency levels unrelated to age or year level.

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