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dc.contributor.authorRenshaw, Peter
dc.contributor.authorBaroutsis, Aspa
dc.contributor.authorvan Kraayenoord, C.
dc.contributor.authorGoos, Merrilyn
dc.contributor.authorDole, Shelley
dc.date.accessioned2018-10-12T01:35:53Z
dc.date.available2018-10-12T01:35:53Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10072/380112
dc.description.abstractThe Queensland College of Teachers (QCT) initiated this report as an investigation of the practices associated with Standard 5 of the Australian Professional Standards for Teachers (AITSL, 2011). Related to professional practice, Standard 5 refers to “assess, provide feedback and report on student learning.” This Standard incorporates school executive and teacher understandings of how to collect, analyse, interpret and use systemic and classroom data to support and improve students’ learning. It is argued that the development of teachers’ knowledge and skills in these areas will assist with informing and generating improved student outcomes. Simultaneously the acquisition of such knowledge and skills will empower teachers as they become inquiry-minded and data-literate.
dc.publisherUniversity of Queensland
dc.publisher.placeAustralia
dc.publisher.urihttps://www.qct.edu.au
dc.subject.fieldofresearchEducation not elsewhere classified
dc.subject.fieldofresearchcode139999
dc.titleTeachers using classroom data well: Identifying key features of effective practices
dc.typeReport
dc.type.descriptionU1_1 - Public sector
dc.type.codeU - Research Reports for an External Body
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 2013 The Author(s). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
gro.hasfulltextFull Text
gro.griffith.authorBaroutsis, Aspa


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