Education Commons^™

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.

Towards A Growth Mindset In Assessment, Geoff N. Masters

Prof Geoff Masters AO

National School Improvement Tool, Geoff N. Masters

Prof Geoff Masters AO

Research is revealing the powerful impact that school leadership teams can have in improving the quality of teaching and learning. Effective leaders create cultures of high expectations, provide clarity about what teachers are to teach and students are to learn, establish strong professional learning communities and lead ongoing efforts to improve teaching practices. The National School Improvement Tool brings together findings from international research into the practices of highly effective schools and school leaders. The Tool assists schools to review and reflect on their efforts to improve the quality of classroom teaching and learning. It supports school-wide conversations – including …

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.

Understanding The Brain, And Learning About Learning, Geoff Masters

Prof Geoff Masters AO

No abstract provided.

Education Assessment In The 21st Century, Geoff Masters

Prof Geoff Masters AO

The author argues that there is a need for significant reform in educational assessment. Instead of judging student success only in terms of year-level expectations, assessment needs to recognise the progress that all students can make in their learning, regardless of students' starting points.

Reforming Educational Assessment: Imperatives, Principles And Challenges, Geoff N. Masters

Prof Geoff Masters AO

AER 57 reviews research into assessment, especially in schools; it analyses the pivotal role of assessment in learning and argues for its reconceptualisation by practitioners and policy makers to better support learning. The genesis of this AER was the ACER Research Conference Assessment and Student Learning: Collecting, interpreting and using data to inform teaching, held in Perth in August 2009. Section 1 outlines some current pressures for assessment reform, introduces the concept of a learning assessment system designed to establish where learners are in their progress within an empirically mapped domain of learning, and sketches a set of design principles …

Enhancing The Quality Of Teaching And Learning In Australian Schools : Submission To The Senate Inquiry On Teaching And Learning (Maximising Our Investment In Australian Schools), Geoff N. Masters

Prof Geoff Masters AO

International research identifies several steps that governments can take to enhance the quality of teaching and learning, and thus levels of student achievement and wellbeing, in primary and secondary schools. The steps are: 1. Restrict and raise the quality of student intakes to teacher education 2. Set and confirm the achievement of minimum standards for registration 3. Recognise and reward the development of specialist knowledge and skill

School Improvement, Geoff N. Masters

Prof Geoff Masters AO

Improving our national educational performance depends on ensuring high quality leadership and effective classroom teaching in all Australian schools, as Geoff Masters explains.

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.

Adaptive Testing For Psychological Assessment: How Many Items Are Enough To Run An Adaptive Testing Algorithm?, Michaela Wagner-Menghin, Geoff Masters

Prof Geoff Masters AO

Although the principles of adaptive testing were established in the psychometric literature many years ago (e.g., Weiss, 1977), and practice of adaptive testing is established in educational assessment, it is not yet widespread in psychological assessment. One obstacle to adaptive psychological testing is a lack of clarity about the necessary number of items to run an adaptive algorithm. The study explores the relationship between item bank size, test length and measurement precision. Simulated adaptive test runs (allowing a maximum of 30 items per person) out of an item bank with 10 items per ability level (covering .5 logits, 150 items …