Are children's school reports the final word on their progress, or are they just a list of test and assessment results? Heather Fehring explains what kind of information is most useful to parents in a report, and why.
"Imagine a world in which teachers could analyse the answers given in exam papers not just to find out how much their students have learned, but also to get clues as to why some gave the wrong answers or struggled to understand certain concepts...."
Olivier Dumon looks at how big data could change the educational landscape in Europe.
Dr John Hattie's research suggesting that smaller class size may have little bearing on student achievement has sparked active and ongoing debate. Colleen Kimmett and Erin Millar look at the argments for and against class size, and Hattie's conclusion that feedback is the most important factor of all.
Is it better to retain critical thinking practices over rote-learned information? A look into Canada’s provincial tests reveals broader information about the most accurate ways to measure a student's academic success here.
Delivering feedback to the class as a group is an efficient way to use time, but does it really have any effect on students? Dr. Maryellen Weimer reflects that this technique can be productive in the right context.
How can we best assess the effectiveness of an individual lesson, when only in-class performance rather than learning can be measured? David Didau of Learning Spy takes a look at Dylan Williams' five key strategies for embedded formative asessement here.