« Back to Publications

Should we change the way we measure student progress in schools?

Glenn Savage writes in The Conversation (21.3.16) about suggestions that normalised measures of school student progress and learning need to be reassessed and revised. This comes after Grattan Institute findings which show widening gaps in Australian students’ performance.’Every year, the National Assessment Program – Literacy and Numeracy (NAPLAN) reveals stark inequalities in student achievement in literacy and numeracy across Australian schools.

‘While recent results showed some improvements around the nation, serious performance gaps remain between young people from different backgrounds.

‘Addressing these gaps is a major policy challenge that both sides of the political divide are struggling and failing to solve.

‘The Grattan Institute’s new report, ‘Widening Gaps’, invites us to think differently about how to measure student progress and tackle entrenched inequalities in achievement.’

The TJRyan Foundation does not guarantee the accuracy, currency or completeness of any information or material available on this website. The TJRyan Foundation reserves the right to change information or material on this website at any time without notice. Links from this site to external, non-TJRyan Foundation websites should not be construed as implying any relationship with and/or endorsement of the external site or its content by the TJR Foundation, nor any commercial relationship with the owners of any external site. Should any TJRyan research project be funded by an individual or organisation the source of funding will be stated beside the research report. In all other cases contributions are provided on a pro bono basis.
Receive the latest news

Subscribe To Our Newsletter

Get notified about new articles

This field is for validation purposes and should be left unchanged.