The reform of assessment thinking and practice has the potential to lead and drive improvements in teaching and learning, but assessment reform is likely to be difficult without broader educational reforms. For example, assessment to establish where individuals are in their learning is largely pointless if teachers intend to deliver exactly the same content to all students in a class regardless of their current levels of achievement.
- Assessment reform,
- Teaching effectiveness,
- Year-level curriculum
Available at: http://works.bepress.com/geoff_masters/160/