Validity and reliability are two key ideas in assessment. In the last issue of set I looked at the concept of validity and how it might inform the assessment decisions we make as classroom practitioners and school leaders. In this article I address the issue of reliability, and how it ...

What are the challenges for schools in creating effective change, and what are the factors that support its success?  This is a description of how four secondary schools and a school cluster implemented locally-designed curriculum innovations.

This investigation attempts to identify what literacy practices are perceived as contributing to success by Year 6–8 Pasifika students who are achieving at their age levels or above in reading and writing in English. It explores the Pasifika community's perceptions of the relationship between home–school partnerships and success as a ...

For students to be most successful in their education, schools and teachers need to recognise, plan, and teach for the literacy demands inherent in the learning and assessment activities they undertake across the curriculum. McDonald and Thornley present a "scope and sequence" chart of literacy skills central to student achievement ...

A reflection on the journey taken by members of a team of social studies educators to identify the learning and teaching environments that contribute to quality learning in social studies.

This study examined how eight participants in six schools implemented and evaluated Smart Start with PMP, a programme claimed to enhance motor skills and language and to raise students' self-awareness and self-esteem.

Explicit teaching and modelling are found to be vital among the strategies used by the teacher in this study to support her Year 5 and 6 students in developing self-regulating writing behaviours.

What is self regulated learning (SRL)? Where did the idea come from? How do I know it when I see it? What does in mean for my teaching, Do I really have to think about it?

Being aware of validity and how it can be threatened can help teachers make decisions about what assessments are worth making and what they can be used for.

This small study provides some evidence that even at a young age, students are able to begin developing self-regulation skills in the context of science investigations.