Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

PDF

Selected Works

Educational Assessment, Evaluation, and Research

Assessment

Prof Geoff Masters AO

Publication Year

Articles 1 - 5 of 5

Full-Text Articles in Education

Learning Assessments: Designing The Future, Geoff N. Masters Aug 2015

Learning Assessments: Designing The Future, Geoff N. Masters

Prof Geoff Masters AO

Processes for assessing student learning are undergoing fundamental transformation.This presentation will consider three developments which can be expected to shape how student learning is assessed in the future. First is fundamental change in how assessment is conceptualised and approached, with a focus on monitoring learning. Second is growing interest in the assessment of a broader range of skills and attributes than those addressed in most current assessment efforts. Third is advances in technology which are opening the door to new ways of gathering information about student learning, including through records of real-time interactions in online learning environments. In ACER’s Centre …

Go to article

Towards A Growth Mindset In Assessment, Geoff N. Masters Sep 2013

Towards A Growth Mindset In Assessment, Geoff N. Masters

Prof Geoff Masters AO

The approaches we take to assessing learning, the kinds of tasks we assign and the way we report success or failure at school send powerful messages to students not only about their own learning, but also about the nature of learning itself. Assessment and reporting processes shape student, parent and community beliefs about learning – sometimes in unintended ways. This essay describes three general approaches to evaluating and providing feedback on the outcomes of learning. Each approach is based on a particular way of thinking about what it means to learn successfully, and each has implications for how students view …

Go to article

Reforming Educational Assessment: Imperatives, Principles And Challenges, Geoff N. Masters Apr 2013

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 …

Go to article

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 …

Go to article

Competency Based Assessment In The Professions, Geoff Masters, D Mccurry Nov 1990

Competency Based Assessment In The Professions, Geoff Masters, D Mccurry

Prof Geoff Masters AO

The purpose of this paper is: to assist professions to develop, in conjunction with National Office of Overseas Skills Recognition, the most suitable methods of assessing individuals against national competency standards; to provide advice on assessment methods likely to be practical and useful for the professions generally; and to provide advice on assessment methods consistent with the Commonwealth government's principles for the reform of the overseas skills recognition process. The authors consider alternative ways of conceptualising occupational competence and show how different conceptualisations can have very different implications for assessment. They briefly review the notion of competency based assessment. What …

Go to article