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| naplan sample: Year 9 NAPLAN*-style Literacy Tests Bianca Hewes, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Literacy Tests. NAPLAN Tests are sat by Year 9 students Australia-wide. These tests are held in May every year. |
| naplan sample: Primary Mathematics Penelope Serow, Rosemary Callingham, Tracey Muir, 2016-06-20 This second edition encourages the integration of technology into a pedagogically sound learning sequence for primary mathematics. |
| naplan sample: Year 3 Bumper Book Don Robens, Alfred Fletcher, 2011 This book contains New NAPLAN-format practice tests including writing, reading, language conventions and numeracy. These tests have been produced by Coroneos Publications independently of Australian Governments and are not officially endorsed publications of the NAPLAN program. |
| naplan sample: Reflective Practice in Teaching Gretchen Geng, Pamela Smith, Paul Black, Yoshi Budd, Leigh Disney, 2019-07-17 This book investigates the ways in which pre-service teachers develop and articulate their professional knowledge by presenting their reflections on contemporary issues and topics they have explored during their own teaching practicums. It uses reflective practice to connect pre-service teachers’ personal backgrounds with their placement experience concerning a self-selected topic, including teacher educators’ reflections on the pre-service teachers’ reports on these placement topics. By illustrating the broad range of issues encountered by pre-service teachers, sharing multiple perspectives on the complexity of classroom practice, and demonstrating the importance of reflective practice, it also provides a valuable mentoring framework. Moreover, the book studies how examining pre-service teachers’ life experience can facilitate in-depth understanding, specifically in the context of pre-service teachers’ reflections on their own practices in different educational settings. In short, the book helps current and prospective pre-service teachers and teacher educators get to know their students and themselves better using reflective practice. |
| naplan sample: Education at a Glance 2023 Sources, Methodologies and Technical Notes OECD, 2023-09-12 This publication provides additional reference material for Education at a Glance 2023, the authoritative source for data on the state of education around the world. It provides guidance on the data and methodology used to calculate each indicator. It also contains references to the sources and specific notes for each country. |
| naplan sample: National Testing in Schools Bob Lingard, Greg Thompson, Sam Sellar, 2015-11-06 Over the last two decades, large-scale national, or provincial, standardised testing has become prominent in the schools of many countries around the globe. National Testing in Schools: An Australian Assessment draws on research to consider the nature of national testing and its multiple effects, including: media responses and constructions such as league tables of performance pressures within school systems and on schools effects on the work and identities of principals and teachers and impacts on the experience of schooling for many young people, including those least advantaged. Using Australia as the case site for global concerns regarding national testing, this book will be an invaluable companion for education researchers, teacher educators, teacher education students and teachers globally. |
| naplan sample: Assessing and Reporting the Classroom Curriculum in the Knowledge Age David Lynch, Richard Smith, 2013 How does the effective teacher assess and report their classroom curriculum program? Building on the success of their previous book--- Designing the Classroom Curriculum in the Knowledge Age --- David Lynch and Richard Smith seek to answer this question by focusing their teaching design idea on classroom assessment and reporting. At the heart of their teaching design idea is the formulation of teaching strategies that enable all students to make the required learning gains. At its core, the book encourages the teacher to work towards becoming a different kind of teacher, a teacher who has a mindset attuned to the Knowledge Age and who embraces new knowledge sets that reflect research into effective teaching. More specifically, the book explores the theory and practice of teaching design from the perspective of assessment and reporting. The book examines these premises as context when assessing and reporting the classroom curriculum. A real how to assess and report book. |
| naplan sample: Primary Mathematics Penelope Baker, Rosemary Callingham, Tracey Muir, 2023-09-07 Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools. Closely aligned with the Australian Curriculum, it provides a thorough understanding of measurement, geometry, patterns and algebra, data and statistics, and chance and probability. The fourth edition provides support for educators in key aspects of teaching: planning, assessment, digital technologies, diversity in the classroom and integrating mathematics content with other learning areas. It also features a new chapter on the role of education support in the mathematics classroom. Each chapter has been thoroughly revised and is complemented by classroom snapshots demonstrating practical application of theories, activities to further understanding and reflection questions to guide learning. New in this edition are 'Concepts to consider', which provide a guided explanation and further discussion of key concepts to support pre- and in-service teachers' learning and teaching of the fundamentals of mathematics. |
| naplan sample: Linguistic Diversity and Social Justice Ingrid Piller, 2016-04-01 Understanding and addressing linguistic disadvantage must be a central facet of the social justice agenda of our time. This book explores the ways in which linguistic diversity mediates social justice in liberal democracies undergoing rapid change due to high levels of migration and economic globalization. Focusing on the linguistic dimensions of economic inequality, cultural domination and imparity of political participation, Linguistic Diversity and Social Justice employs a case-study approach to real-world instances of linguistic injustice. Linguistic diversity is a universal characteristic of human language but linguistic diversity is rarely neutral; rather it is accompanied by linguistic stratification and linguistic subordination. Domains critical to social justice include employment, education, and community participation. The book offers a detailed examination of the connection between linguistic diversity and inequality in these specific contexts within nation states that are organized as liberal democracies. Inequalities exist not only between individuals and groups within a state but also between states. Therefore, the book also explores the role of linguistic diversity in global injustice with a particular focus on the spread of English as a global language. While much of the analysis in this book focuses on language as a means of exclusion, discrimination and disadvantage, the concluding chapter asks what the content of linguistic justice might be. |
| naplan sample: The Art and Heart of Good Teaching Terence Lovat, 2019-07-22 This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based. Further, it provides a theoretical and practical basis for understanding the disenchantment with low-level accountability approaches to learning (e.g. NAPLAN in Australia). In turn, the book demonstrates the effectiveness of Values Education as a holistic pedagogy with the potential to enhance students’ learning effects in terms of their personal, social, emotional and academic development. It offers well-tested alternative pedagogical approaches, based on research insights largely originating from actual classroom-based practice. |
| naplan sample: Year 3 Naplan*-style Tests James A. Athanasou, Athanasou & Deftereos, Angella Deftereos, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Numeracy Tests. NAPLAN Tests are sat by Year 7 students Australia-wide. These tests are held in May every year. |
| naplan sample: Pedagogy in Basic and Higher Education Kirsi Tirri, Auli Toom, 2020-02-19 This book takes a holistic approach to pedagogy and argues that the purpose of education is to educate the student's whole personality including cognitive, social, and moral domains. The four sections and twelve chapters address the current pedagogical challenges in basic and higher education in international contexts. The authors describe the principles and practices through which meaningful education is promoted and enhanced in a variety of ways. The challenges educators face in their profession as well as ways to overcome them are elaborated on both theoretically and empirically. The book allows both researchers, teachers, and educational policy makers to reflect on current developments, challenges, and areas of development in educational institutions when aiming to support student growth and learning. |
| naplan sample: Assessment in Practice Alicia Curtin, Kevin Cahill, Kathy Hall, Dan O'Sullivan, Kamil Özerk, 2019-10-01 Assessment in Practice explores timely and important questions in relation to assessment. By examining the relationship between identity, culture, policy and inclusion, the book investigates the conflicted and fractured battleground of assessment, and challenges current and practiced understandings of assessment practice. The authors encourage the reader to reconceptualise assessment as a sociocultural practice. Each chapter studies a key theme in the understanding of assessment policy and practice from a sociocultural perspective and provides questions to prompt reflection on the key assessment concepts outlined in the book. Using culture as both a lens and analytic tool, the chapters examine topics such as The social order of assessment, how assessment works in the world and how learning could be assessed Perspectives on social justice and assessment, with a particular focus on social class and other potential inequalities on the experiences of assessment for young people Discussions of ability and the assessment of students with special education needs as well as the role of inclusivity in assessment practice Written by leading academics from University College Cork, the third volume in the successful Routledge Current Debates in Educational Psychology series is an essential read for researchers and postgraduate students in educational research and education psychology. |
| naplan sample: Research on Teaching and Learning with the Literacies of Young Adolescents Kathleen F. Malu, Mary Beth Schaefer, 2015-02-01 Research on middle level education indicates that student learning at the middle level has a deep and abiding influence on post-secondary opportunities and career paths. As research continues to highlight the urgency of engaging middle level students in academic learning, it is increasingly clear that these students’ multiple literacies must become a part of teaching and learning. Understanding how to infuse the literacies of middle level students across classroom activities is a critical part of improving student achievement. This volume in The Handbook series shares literacy research from multiple contexts and deepens our understanding of the literacies that middle level students use in and out of school. This volume includes research that identifies how to best teach and learn with our increasingly diverse students. The perspectives that emerge from this volume help us examine the current state of new and evolving literacies and construct a cutting edge research agenda for middle level literacy education. Research reports focus on digital literacies including social networking media and games, English language learners, high stakes literacy tests and middle level learners, specifically boys, and literacy teaching and learning in middle level teacher education programs. A wide range of research methods and modes are used in these reports including case studies, teacher research, narrative inquiry, survey research, and action research. |
| naplan sample: Designing Assessment for Quality Learning Claire Wyatt-Smith, Valentina Klenowski, Peta Colbert, 2014-03-10 This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment – remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education. |
| naplan sample: Multidimensional Perspectives on Principal Leadership Effectiveness Beycioglu, Kadir, Pashiardis, Petros, 2014-10-31 Exceptional management skills are crucial to success in educational environments. As school leaders, principals are expected to effectively supervise the school system while facing a multitude of issues and demands. Multidimensional Perspectives on Principal Leadership Effectiveness combines best practices and the latest approaches in school administration and management. Exploring the challenges faced by principals, as well as the impact of new managerial tactics being employed, this book is a comprehensive reference publication for policymakers, academicians, researchers, students, school practitioners, and government officials seeking current and emerging research on administrative leadership in educational settings. |
| naplan sample: Contemporary Issues in Australian Literacy Teaching Jenny Johnston, 2013 The second edition books covers a range of topics, including: how literacy and English are linked to early childhood and to middle school education, special needs education, teaching literacy to Indigenous students, bilingualism and languages education, critical literacies and multi-literacies, literacy assessment, how to engage parents in their child's literacy and how quality literature can be used to support and enhance student's literacy development. The intended audience for this text is pre-service teachers working and studying in their early childhood and primary undergraduate degrees, as well as beginning teachers who are keen to improve their literacy teaching skills |
| naplan sample: Educational Measurement for Applied Researchers Margaret Wu, Hak Ping Tam, Tsung-Hau Jen, 2017-01-02 This book is a valuable read for a diverse group of researchers and practitioners who analyze assessment data and construct test instruments. It focuses on the use of classical test theory (CTT) and item response theory (IRT), which are often required in the fields of psychology (e.g. for measuring psychological traits), health (e.g. for measuring the severity of disorders), and education (e.g. for measuring student performance), and makes these analytical tools accessible to a broader audience. Having taught assessment subjects to students from diverse backgrounds for a number of years, the three authors have a wealth of experience in presenting educational measurement topics, in-depth concepts and applications in an accessible format. As such, the book addresses the needs of readers who use CTT and IRT in their work but do not necessarily have an extensive mathematical background. The book also sheds light on common misconceptions in applying measurement models, and presents an integrated approach to different measurement methods, such as contrasting CTT with IRT and multidimensional IRT models with unidimensional IRT models. Wherever possible, comparisons between models are explicitly made. In addition, the book discusses concepts for test equating and differential item functioning, as well as Bayesian IRT models and plausible values using simple examples. This book can serve as a textbook for introductory courses on educational measurement, as supplementary reading for advanced courses, or as a valuable reference guide for researchers interested in analyzing student assessment data. |
| naplan sample: OECD Reviews of Evaluation and Assessment in Education: Australia 2011 Santiago Paulo, Donaldson Graham, Herman Joan, Shewbridge Claire, 2011-10-28 This book provides, for Australia, an independent analysis of major issues facing its educational evaluation and assessment framework, current policy initiatives, and possible future approaches. |
| naplan sample: Exploring Literacies Helen de Silva Joyce, Susan Feez, 2016-01-26 This book is a guide to current research and debate in the field of literacies practice and education. It provides both an historical and lifespan view of the field as well as an overview of research methodologies with first-hand examples from a range of researchers involved in literacy research. |
| naplan sample: Complexity and Simplicity in Science Education David Geelan, Kim Nichols, Christine V. McDonald, 2022-01-25 This edited volume brings together a broad range of international science education studies, focusing on the interplay of teaching and learning science. It recognizes the complexity present in today’s education, associated with major science related issues faced by society, such as climate change, diseases and pandemics, global conflicts over energy, food and water. The studies discussed in this volume are focused on presenting different opportunities to teach these convoluted matters in order to find simplicity within the complexity and make it accessible to learners. They bring together the challenges of preparing the students of today to become scientifically informed citizens of tomorrow. |
| naplan sample: The Proceedings of the 12th International Congress on Mathematical Education Sung Je Cho, 2015-02-10 This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups. |
| naplan sample: Learning to Research and Researching to Learn Annette Hilton, Geoff Hilton, 2020-04-06 Learning to Research and Researching to Learn is an essential introduction to developing research skills and conducting practitioner research in the field of education. |
| naplan sample: Academic Literacies in the Middle Years Sally Humphrey, 2016-11-18 The professional learning framework this book presents is designed to support teachers’ understandings of how language functions in their academic disciplines. This framework—a 4 x 4 metalinguistic toolkit—is informed by systemic functional linguistic theory and international educational research on academic and disciplinary literacies. The book shows and explains how teachers have applied specific 4 x 4 toolkits with students in middle school classrooms across a range of subjects for curriculum literacy instruction, assessment and feedback, resulting in substantial growth for their students in high-stakes national tests of literacy, as well as writing assessments in a number of subjects. In its focus on disciplinary literacies in diverse sociocultural settings, Academic Literacies in the Middle Years responds to contemporary international curricula for English language and literacy and the need for a strong evidence base for professional learning design. |
| naplan sample: Helping Children Learn Mathematics Robert Reys, Mary Lindquist, Diana V. Lambdin, Nancy L. Smith, Anna Rogers, Audrey Cooke, Sue Bennett, Bronwyn Ewing, John West, 2020-01-21 The third edition of Reys’ Helping Children Learn Mathematics is a practical resource for undergraduate students of primary school teaching. Rich in ideas, tools and stimulation for lessons during teaching rounds or in the classroom, this edition continues to provide a clear understanding of how to navigate the Australian Curriculum, with detailed coverage on how to effectively use Information and Communications Technology (ICT) in the classroom. This is a full colour printed textbook with an interactive ebook code included. Great self-study features include: auto-graded in-situ knowledge check questions, video of teachers demonstrating how different maths topics can be taught in the classroom and animated, branched chain scenarios are in the e-text. |
| naplan sample: The Autonomy Premium Brian J Caldwell, 2016-09-01 The Autonomy Premium is a concise response to the popular and often loosely defined debate about whether higher levels of student achievement may flow from autonomy in school management and professional practice. Drawing on over 40 years of research Brian J Caldwell examines a series of compelling questions that bring the reader through the key pillars of autonomy-related studies. These include: • Why are there mixed results in research into links between school autonomy and student achievement? • What do more autonomous schools actually do to make gains in student achievement? • Is professional autonomy the key driver for improvement? Through the lens of case studies in Australian public schools with support for autonomy across levels of government, the book focuses on research where the links to learning improvement have been mapped. In addition to a capacity for local decision-making for school improvement, the findings highlight local discretion in curriculum, personnel, pedagogy and resources. Professional autonomy trumps structural autonomy. The Autonomy Premium is essential reading for anyone with an interest in understanding the policy and practice of designing drivers that can shape successful school autonomy. |
| naplan sample: Primary Mathematics Penelope Baker, Rosemary Callingham, Tracey Muir, 2023-09-07 Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools. Closely aligned with the Australian Curriculum, it provides a thorough understanding of measurement, geometry, patterns and algebra, data and statistics, and chance and probability. The fourth edition provides support for educators in key aspects of teaching: planning, assessment, digital technologies, diversity in the classroom and integrating mathematics content with other learning areas. It also features a new chapter on the role of education support in the mathematics classroom. Each chapter has been thoroughly revised and is complemented by classroom snapshots demonstrating practical application of theories, activities to further understanding and reflection questions to guide learning. New in this edition are 'Concepts to consider', which provide a guided explanation and further discussion of key concepts to support pre- and in-service teachers' learning and teaching of the fundamentals of mathematics. |
| naplan sample: Teaching Early Years Susanne Garvis, 2020-07-16 'This new early childhood text provides a comprehensive overview of early childhood education in Australia for children from birth to eight years. It reports on a wide variety of significant early childhood topics and is written in a style directed towards early childhood professionals.' - Kim Walters, President, Early Childhood Teachers Association The early years of care and learning are recognised as crucial for ongoing educational success and future participation in society. Early childhood professionals need specialist preparation to understand and effectively support early years learners. Teaching Early Years offers a systematic, research-based introduction to educating children from birth to eight years. Leading educators identify the key priorities in early years education and cover developmental issues, curriculum, pedagogy and assessment. Each chapter concludes with questions that guide reflection of the concepts developed in the chapter. Written for early childhood education students, childcare workers and education leaders, Teaching Early Years is an essential resource for anyone involved in caring for and educating early years learners. |
| naplan sample: Designing the Classroom Curriculum Exploring Curriculum, Assessment and the Incorporation of Technology in Classrooms Mike Howarth, David Lynch, Richard Smith, 2016-05-26 This book is about designing the effective classroom curriculum. The authors argue that an effective classroom curriculum should be the goal of every teacher in every classroom around the world: effective that is for every student, not just those who find school easy! But how does one go about designing a classroom curriculum that is effective? What are the essential ingredients and how should these ingredients be organised for teaching effect? What role does Technology play in such classroom plans? In this book Lynch, Smith and Howarth provide an insight into these questions by providing a text that focuses on classroom teaching diagnostic and design strategies. Their intent in writing such a book is to enable the classroom teacher to develop, teach and assess a classroom curriculum where learning success for all students is the central goal.This text is compulsive reading for the teacher who wants to make a difference in their classrooms. |
| naplan sample: Challenging the Deprofessionalisation of Teaching and Teachers John Buchanan, 2020-10-01 This book explores how best to invest in and nurture teachers. It examines deprofessionalisation and reprofessionalisation in the recent developments in the understanding of teaching and learning, including the effects of standardizing teaching, education shaped by student satisfaction data and basic skills tests. The book focuses on Australian context and takes on an international perspective. It investigates fundamental issues affecting teacher quality, morale, attrition and retention, learner and teacher autonomy, and assessment and evaluation. It encourages teachers and teacher educators to assert centrality to teachers and question and challenge outside forces that suppress teacher autonomy and associated agency and creativity. It challenges administrators and educational jurisdictions to rethink their assumptions on their own capacities and limitations and teachers' capabilities to shape education in optimal ways and the impact of outcomes of the decisions they make. |
| naplan sample: History of Bilingual Education in the Northern Territory Brian Clive Devlin, Samantha Disbray, Nancy Regine Friedman Devlin, 2017-03-07 This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. This ambitious and innovative program began in 1973 and at different times it operated in English and 19 Aboriginal languages in 29 very remote schools. The book draws together the grassroots perspectives of Indigenous and non-Indigenous practitioners and researchers. Each chapter is based on rich practitioner experience, capturing bottom-up aspirations, achievements and reflections on this innovative, yet largely undocumented language and education program. The volume also makes use of a significant collection of ‘grey literature’ documents to trace the history of the program. An ethnographic approach has been used to integrate practitioner accounts into the contexts of broader social and political forces, education policy decisions and on-the-ground actions. Language in education policy is viewed at multiple, intersecting levels: from the interactions of individuals, communities of practice and bureaucracy, to national and global forces. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere. |
| naplan sample: World Culture Re-Contextualised Jürgen Schriewer, 2017-10-02 Impressive strands of research have shown the emergent reality of increasing world-level interconnection in almost every field of social action. As a consequence, theories and models have been developed which are aimed at conceptualising this new reality along the lines of an ‘institutionalised’ World Culture. This offers a new understanding of the worldwide diffusion of specifically modern – i.e. mainly Western – rules, ideologies and organisational patterns, and of attendant harmonisation and standardisation of fields of social action. World Culture theories have not gone unchallenged. Rather, cross-cultural studies have revealed much more complex processes of regional fragmentation and (re-)diversification; of the refraction, appropriation, and hybridisation, through distinct socio-cultural conditioning, of world-level models and ideas; and of the ongoing effectiveness both of structural path-dependencies and of specifically cultural aspects such as collective memories, social meanings, and religious (or ideological) belief systems. Comparative research has thus highlighted an intricate simultaneity of contrary currents: of the increasing world-level interconnection of communication and exchange relations on the one hand, and, on the other, the persistence of context-specific interpretations, translations, and deviation-generating re-contextualisations of world-level forces and challenges. This research provides the theoretical problematique that animates this volume. The chapters explore the conceptual tools and explanatory power of theories and models which do not just oppose or reject World Culture theory, but are instead suited to complementing and differentiating it. The volume offers an enlightening conceptualisation of the intricate interaction of global processes with local agency, and of world-level forces with the self-evolutionary potentials inherent in specific contexts, socio-cultural structures, and distinctive meanings constellations. This book was originally published as a special issue of Comparative Education. |
| naplan sample: Diversity in Mathematics Education Alan Bishop, Hazel Tan, Tasos N Barkatsas, 2014-09-20 This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy – ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore. |
| naplan sample: The Sociopolitics of English Language Testing Seyyed-Abdolhamid Mirhosseini, Peter De Costa, 2020-02-20 Highlighting marginalized but significant perspectives about the sociopolitical essence of English language tests and testing processes worldwide, this book explores the social considerations of testing theories and practices from a critical perspective. Investigating concerns surrounding power inequalities, The Sociopolitics of English Language Testing takes a socially-situated view of language assessment, bringing sociopolitical understandings of language teaching, learning, and assessment to the forefront in the field. Within the broader discussion of the politics of test use, an international team of language and education experts address the issues of ideology, diversity, power, and dominance in English language testing. Through socially-sensitive theoretical as well as empirical discussion and investigation of English language testing, this book offers valuable insights, not only to applied linguists and the language education community who have focused on positivistic and cognitively-oriented conceptions of language testing, but to anyone who wishes to venture beyond the traditional bounds of the field. |
| naplan sample: Year 7 NAPLAN*-style Tests James A. Athanasou, Angella Deftereos, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Tests. Parents may also use these books separately from the tests and just as a general way of revising or when tutoring their children. |
| naplan sample: Year 7 Naplan-style Literacy Tests Maya Puiu, 2010 This book is designed for parents who want to help their children and for teachers who wish to prepare their class for the NAPLAN Literacy Tests. NAPLAN Tests are sat by Year 7 students Australia-wide. These tests are held in May every year. |
| naplan sample: Introduction to Education Heather Sharp, Sue Hudson, Noelene Weatherby-Fell, Jennifer Charteris, Bernard Brown, Jason Lodge, Lisa McKay-Brown, Tracey Sempowicz, Rachel Buchanan, Scott Imig, Peter Hudson, Michaela Vergano, Michael Walsh, 2021-01-22 Introduction to Education provides pre-service teachers with an overview of the context, craft and practice of teaching in Australian schools as they commence the journey from learner to classroom teacher. Each chapter poses questions about the nature of teaching students, and guides readers though the Australian Professional Standards for Teachers. Incorporating recent research and theoretical literature, Introduction to Education presents a critical consideration of the professional, policy and curriculum contexts of teaching in Australia. The book covers theoretical topics in chapters addressing assessment, planning, safe learning environments, and working with colleagues, families, carers and communities. More practical chapters discuss professional experience and building a career after graduation. Rigorous in conception and practical in scope, Introduction to Education welcomes new educators to the theory and practical elements of teaching, learning, and professional practice. |
| naplan sample: Handbook on Performance Management in the Public Sector Deborah Blackman, 2021-05-28 This timely Handbook examines performance management research specific to the public sector and its contexts, and provides suggestions for future developments in the field. It demonstrates the need for performance management to be reconceptualized as a core component of business both within and across organizations, and how it must be embedded in both strategic decision-making and as a day-to-day leadership and management practice in order to be effective. |
| naplan sample: Excel Year 6 NAPLAN*-style Tests Alan Horsfield, Allyn Jones, 2011 Excel Year 6 NAPLAN*-style Tests includes: five practice tests each for numeracy, language conventions and reading; six practice tests for writing plus model answers at basic, intermediate and advanced levels; detailed answers with explanations for all twenty-one practice tests; the best test preparation for your child. |
| naplan sample: Handbook of Human and Social Conditions in Assessment Gavin T. L. Brown, Lois R. Harris, 2016-06-23 The Handbook of Human and Social Conditions in Assessment is the first book to explore assessment issues and opportunities occurring due to the real world of human, cultural, historical, and societal influences upon assessment practices, policies, and statistical modeling. With chapters written by experts in the field, this book engages with numerous forms of assessment: from classroom-level formative assessment practices to national accountability and international comparative testing practices all of which are significantly influenced by social and cultural conditions. A unique and timely contribution to the field of Educational Psychology, the Handbook of Human and Social Conditions in Assessment is written for researchers, educators, and policy makers interested in how social and human complexity affect assessment at all levels of learning. Organized into four sections, this volume examines assessment in relation to teachers, students, classroom conditions, and cultural factors. Each section is comprised of a series of chapters, followed by a discussant chapter that synthesizes key ideas and offers directions for future research. Taken together, the chapters in this volume demonstrate that teachers, test creators, and policy makers must account for the human and social conditions that shape assessment if they are to implement successful assessment practices which accomplish their intended outcomes. |
NAP - NAPLAN - National Assessment Program
NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against …
NAP - NAPLAN - general - National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9, and is the only nationwide assessment that …
NAP - Home
NAPLAN for parents and carers. NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. …
NAP - About - National Assessment Program
NAPLAN is the only national assessment that all Australian children undertake and provides comparable data about student performance in literacy and numeracy, nationally. It ensures …
NAP - For parents and carers - National Assessment Program
NAPLAN assesses the literacy and numeracy skills that students are learning through the school curriculum and allows parents/carers to see how their child is progressing against national …
NAP - Public demonstration site
The public demonstration tests show the types of questions students will answer and the functionalities that are available in NAPLAN tests. Read more about the tools and navigation in …
NAP - For schools - National Assessment Program
Schools play a central role in ensuring the smooth running of NAPLAN tests. Each year, ACARA and test administration authorities (TAAs) in each state and territory provide information and …
NAP - Key dates - National Assessment Program
NAPLAN practice tests: 2025: Schools can complete practice tests in the assessment platform from Term 4, 2024. For more information, contact your school or your Test administration …
Results and reports - National Assessment Program
NAP results and reports information has moved . Choose from the following pages: NAPLAN results and reports . NAP sample assessments results and reports.
NAPLAN – results, reports, performance - National Assessment …
NAPLAN is a valuable tool that can give useful insights into a student’s performance, but individual reports should be interpreted with care as they reflect the student’s performance on …
NAP - NAPLAN - National Assessment Program
NAPLAN results allow parents/carers and educators to see how students are progressing in literacy and numeracy over time – individually, as part of their school community, and against …
NAP - NAPLAN - general - National Assessment Program
The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual national assessment for all students in Years 3, 5, 7 and 9, and is the only nationwide assessment that …
NAP - Home
NAPLAN for parents and carers. NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, writing, spelling, grammar and numeracy. …
NAP - About - National Assessment Program
NAPLAN is the only national assessment that all Australian children undertake and provides comparable data about student performance in literacy and numeracy, nationally. It ensures …
NAP - For parents and carers - National Assessment Program
NAPLAN assesses the literacy and numeracy skills that students are learning through the school curriculum and allows parents/carers to see how their child is progressing against national …
NAP - Public demonstration site
The public demonstration tests show the types of questions students will answer and the functionalities that are available in NAPLAN tests. Read more about the tools and navigation in …
NAP - For schools - National Assessment Program
Schools play a central role in ensuring the smooth running of NAPLAN tests. Each year, ACARA and test administration authorities (TAAs) in each state and territory provide information and …
NAP - Key dates - National Assessment Program
NAPLAN practice tests: 2025: Schools can complete practice tests in the assessment platform from Term 4, 2024. For more information, contact your school or your Test administration …
Results and reports - National Assessment Program
NAP results and reports information has moved . Choose from the following pages: NAPLAN results and reports . NAP sample assessments results and reports.
NAPLAN – results, reports, performance - National Assessment …
NAPLAN is a valuable tool that can give useful insights into a student’s performance, but individual reports should be interpreted with care as they reflect the student’s performance on …
