While we may need to rethink how we use NAPLAN, it is an important and useful tool for researchers and policy makers.
Articles on Numeracy
Displaying 61 - 80 of 100 articles
The role of general capabilities in a subject-based curriculum has been a recurring theme in Australian curriculum history.
The recently released Gonski 2.0 report focuses on overhauling core aspects of curriculum and reporting, and proposes a move away from the industrial model of education towards individualisation.
Australia’s decline in PISA rankings and criticisms of NAPLAN tell us we should also be looking at how we assess teacher quality.
Kenyans believe that fixing education is not someone else’s task or someone else’s failure.
Using equivalent year levels provides us with a clearer picture of the gap for Indigenous students, who can be up to an equivalent of 7.7 years behind their non-Indigenous counterparts in writing.
The results are in, and student achievement on NAPLAN has plateaued in literacy and numeracy, with some areas of improvement.
NAPLAN is great at tracking changes over time and between demographics, but not so great at measuring what factors effect change, engagement or creativity.
In the US, differences in school results among poorer children depend more on environment than genes. In Australia, the story is different.
This year’s preliminary NAPLAN results show Australian students are flatlining after ten years of the controversial tests.
The latest round of NAPLAN results show Australia’s school systems are not good at reducing the influence of a student’s background on their academic achievement.
Parents are sending their children to private pre-school programs as a way to ensure they are ready to start school. But are these effective?
Australia’s Indigenous people had many methods for counting, and they didn’t use just numbers.
The Productivity Commission has said that education spending has substantially increased over the last decade but student achievement has shown little or no improvement. Is that true?
There is plenty of evidence to show Australia’s Indigenous people had ways of counting big numbers, yet the myth persists they couldn’t count more than a handful of things. Why?
Teaching philosophy for just one hour a week can improve children’s progress in writing, maths and reading.
It is not reasonable for politicians to say NAPLAN results have plateaued, because comparisons from year to year are not reliably accurate.
Teaching graduates are expected to meet new test standard from July 1 this year.
Average NAPLAN results don’t tell the full story. Diving into the details is essential if we are to understand what is going on in Australian education.
A New Zealand literacy program is helping to raise Indigenous achievement to mainstream levels.
Top contributors
-
Professor of Education Futures, The University of Melbourne
-
School Education Program Director, Grattan Institute
-
Senior Lecturer in Education, University of New England
-
Senior Research DECRA Fellow, Institute for Learning Sciences and Teacher Education, Australian Catholic University
-
Senior lecturer, University of Ghana
-
Director, Center for Science Communication Research, University of Oregon
-
Senior Lecturer in Mathematics Education, University of Sydney
-
Professor, School of Education, University of Southern Queensland
-
Research Scientist, African Population and Health Research Center
-
Lecturer in Mathematics Education, University of Sydney
-
Professor, Werklund School of Education, University of Calgary
-
Associate Professor in Language, Literacy and TESL, University of Canberra
-
Professor, Southern Cross University
-
Emeritus professor, The University of Western Australia
-
Deputy CEO (Research), Australian Council for Educational Research