ISA Insights
Learn more about the International Schools’ Assessment and how to get the most out of your assessment and reports. The ISA Team will regularly post helpful content, including interviews, articles, videos and research which can assist school leaders and teachers in using their data to inform teaching and learning.
Never miss a storySubscribe to the ISA newsletter
Spotlight on: test item trialling
Wednesday, 14 Oct 2020
Here we look at how test content is developed, tested and refined before it makes it into a trusted progressive achievement assessment.
Read article
Teaching over technology: educational priorities during COVID-19
Monday, 5 Oct 2020
This World Teachers' Day, we highlight how prioritising teaching over technology is needed to minimise the educational disruption for disadvantaged children during COVID-19.
Read article
Inside the ISA marking operation
Friday, 18 Sep 2020
Marking the International Schools’ Assessment (ISA) is a sophisticated and extensive undertaking that is organised by the Australian Council for Educational Research (ACER) for every test administration. For an insight into how it all works, we discussed the marking operation with Matthew Fraser, a Senior Project Officer on the ISA team.
Read article
Q&A: How the Australian International School Malaysia uses ISA results to review student and school progress
Thursday, 17 Sep 2020
Katrina Reece, Head of Learning Enrichment, discusses how the Australian International School Malaysia utilises their International School Assessment (ISA) results to inform programming, track student progress and see the impact of their teaching.
Read article
Find out about ACER’s work on learning progressions
Wednesday, 10 Jun 2020
An ongoing challenge that educators face in the design of learning programs is the dilemma of meeting grade-level expectations and also addressing the needs of learners within a grade who are at very different points in their own learning journeys. Learning progressions can play a significant role in assisting educators to address this learning design challenge.
Read articlePage 9 of 11 pages