International Essay S 2013

International Essay S 2013-35
There is a well-established way of thinking about schooling. What students are expected to learn at school is spelled out in the school curriculum.The role of teachers is to teach the relevant year-level curriculum.

There is a well-established way of thinking about schooling. What students are expected to learn at school is spelled out in the school curriculum.The role of teachers is to teach the relevant year-level curriculum.

For example, in commercial businesses, it is common to focus on results such as sales volumes, total business revenue, annual company profit or share price.

With desired results clearly identified, results metrics are then established to measure existing performance levels, set targets for improvement, monitor improvement over time and hold employees accountable for achieving better results.

The latest international assessment of students’ mathematical, scientific and reading literacy – the Programme for International Student Assessment (PISA) – shows that the gap between Indigenous and non-Indigenous students has remained the same for the last decade.

In short, Indigenous 15-year-olds remain approximately two-and-a-half years behind their non-Indigenous peers in schooling.

The field continues to be dominated by twentieth century introductory textbook concepts, including such dichotomies as formative versus summative assessment, criterion-referenced versus norm-referenced testing, quantitative versus qualitative assessment, informal versus formal assessment – distinctions that often hamper rather than promote clear thinking about assessment.

HTML | PDF Success in most fields of endeavour depends on an ability to visualise success.

HTML | PDF Advances in our understanding of human learning require new approaches to assessing and monitoring student learning.

Much assessment thinking has changed little over the past fifty years.

Edited by Maurizio Ragazzi, a former pupil of Sir Ian, the book is an ideal companion to International Responsibility Today, a collection of essays on international responsibility which the same editor presented in 2005 in memory of Oscar Schachter, and to which Sir Ian Brownlie had contributed.

The essays collected in Responsibility of International Organizations: Essays in Memory of Sir Ian Brownlie, conveniently grouped by the editor under broad areas for the reader's benefit, will be relevant not only to all those interested in this specific subject but also, more generally, to all those engaged in the field of international law and the law of international organizations.

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