IMPROVING STUDENT LEARNING
THE ASSESSMENT AGENDA — WINTER 2005
Going Further
Feedback improves learning
Formative assessment calls for feedback, but what sort of feedback? Marion Meiers has some answers.
Modelling super assessment
A case study by Janelle Ho.
Tasmania gets down to essentials
Jenni Connor reports on changes in assessing, monitoring and reporting practices in Tasmania.
Where to from here?
An update on developments in formative assessment by Toni Glasson.
What do Australian students know about Asia?
Patrick Griffin and Kerry Woods conducted a specialised assessment survey of 7000 students.
Now it's music teachers' turn
Professional standards for music teachers are on the way. David Forrest, Neryl Jeanneret and Amanda Watson report.
Getting Results
Unpacking PISA
PISA can tell us more than where Australia ranks in the world, writes Barry McGaw.
Going to bat for standardised testing
Juliette Mendelovits calls for reflection and debate on a topic that can be contentious.
Bell curves are for the birds
Douglas Reeves discusses how to achieve meaningful assessment in a standards-based classroom.
The grading master: a simpler way
Gabrielle Matters proposes an alternative to the usual criteria/standard assessment matrix.
A new role for school reports
Margaret Forster recommends progressive reporting of students' pro-gress over time in specific learning areas.
Creating and sustaining a performance and development culture
Schools should become more like professional services firms in the way they manage and train their staff, writes Larry Kamener.
Making Progress
Time for a check-up
To achieve effective teamwork, you need healthy teams, writes Kath Murdoch.
PowerPoint comes to Maningrida
An engaging story by Gai Wright about electronic reporting in remote Arnhemland.
Whole school matchmaking
Kerri McKenna's school set out to match its assessment practice with changes in teaching and learning.
How do you assess thinking?
Thinking has been identified as a progressive curriculum objective and changes in assessment must follow, writes Jeni Wilson.
Tracking progress over time
Ballarat and Clarendon College has worked long and hard to monitor the progress of individual learners. Jan McClure reports.
From tough start to high point
Bruce Houghton and Donna Timm report from Queensland on curriculum challenges few of us would care to face.
Editorial
The testing ground
Editorial by Susan Mann.
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