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A positive sense of belonging at school has fundamental benefits for children and young people, aiding learning and engagement. This practice guide makes recommendations based on the best available evidence.

We found less than 1 in 5 students who perform below the national minimum standards in literacy and numeracy in the Year 3 NAPLAN tests catch up and stay caught up.

Kerri Proctor, Head of English at Walford Anglican School for Girls, uses different formative assessment methods to track students' progress.

This example comes from a Year 7 English class where a formative assessment task was to gather data about students’ writing and interpretive skills.

This checklist focuses on formative assessment. It is a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses formative assessment in her science lessons.

This guide outlines key practices for using formative assessment in the classroom.

This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment.

To understand which wellbeing programs and practices adopted by early childhood education and care (ECEC) services and schools improve children’s outcomes, it is necessary to measure and track children’s wellbeing. This research summary shares some preliminary learning from work the Australian Education Research Organisation (AERO) commissioned on developing wellbeing and belonging measures for children aged 3 to 8 years.

This practice guide will help teachers check that students understand and can apply new knowledge and skills, and give additional instruction, guidance or feedback where necessary.

The review was administered by the Australian Education Research Organisation (AERO) and conducted by the Centre for International Research on Education Systems (CIRES) at Victoria University.