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Targeted teaching : how better use of data can improve student learning / Peter Goss and Jordana Hunter
Bib ID 7251237
Format BookBook, OnlineOnline [text, online resource]
Goss, Peter, author
Online Access
Access Conditions National edeposit: Available online. 
Description [Carlton, Victoria] : Grattan Institute, July 2015 
1 online resource (67 pages) : colour illustrations. 
ISBN 9781925015713 (pdf)

Grattan Institute report ; 2015-6 (July 2015)

Technical Details

text file : PDF : 5.05MB 


"The best schools in Australia are not necessarily those with the best ATAR or NAPLAN scores. They are those that enable their students to make the greatest progress in learning. Wherever a student starts from on the first day of the year, he or she deserves to have made at least a year's worth of progress by the end of it. Any less, and our students will fail to reach their full potential. Sadly, that is too often the case. Despite heroic efforts by many teachers, our most advanced students are not adequately stretched while our least advanced are not properly supported. Many fall further behind over time. But supporting every student is hard. Australian research shows that achievement can be spread over five to eight year levels within a single class: a Year 7 class may have students working at a Year 1 level, while others have mastered concepts from Year 8. Schools and teachers have long understood this challenge, yet many struggle to respond effectively. Streaming students or holding back low performers is not the answer. Instead, teaching must be targeted to each student's needs. This requires accurate information about what students know and are ready to learn next. While NAPLAN tests provide essential data for system monitoring and can point to areas of strength and weakness in a classroom, on their own they are too imprecise, and held too infrequently, to identify each student's specific learning needs. Instead, schools should use NAPLAN as part of a balanced system of assessment. There is a better way. Teachers and schools can lift all students' performance if they are equipped to collect and use evidence of individual student achievement and progress. Working together, teachers should assess what each student knows now, target their teaching to what they are ready to learn next, and track each student's progress over time. Teachers should then analyse their own impact, keep what works and change what does not. In the world's largest analysis of the factors that improve student learning, Professor John Hattie shows that the teaching strategies with the greatest impact are those that use evidence of learning to inform and improve teaching. Investing in student progress requires giving every teacher the time, tools and training to collect and use evidence to target their teaching in this way. Done well, this investment could boost learning enough to land Australia among the world's top five performing countries on PISA tests."--Page 1.


Includes bibliographical references.

Subjects School improvement programs -- Australia.  |  Effective teaching -- Australia.  |  Teacher effectiveness -- Australia.  |  Education -- Aims and objectives -- Australia.  |  Australian
Other authors/contributors Hunter, Jordana, author  |  Grattan Institute, issuing body

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