We believe that teachers’ professional judgements
- should be valued and are crucial to high-quality assessments
- are the best source of information for evaluating and improving students’ learning.
We believe that schools must be the custodians of the data generated and that they must decide how data is used. We encourage schools to share de-identified data to provide a broader frame of reference for interpreting their own results but we will use identified information about a school only according to the school’s wishes.
We aim to support teachers to use professional judgements to make high-quality assessments in a range of learning domains. Our vision is to support teachers to make high-quality assessments in all learning areas in the coming years.
Dr Sandy Heldsinger
Dr Sandy Heldsinger is leading the development of the Brightpath assessment and reporting software in schools.
Sandy co-ordinated the WA system-level assessments, has taught masters level course in educational assessment for a number of years and has led the development of a wide range of resources, including reporting software, to support schools in using assessment to improve student performance.
Sandy recently developed the central components of the Western Australian Curriculum Outline for WA’s School Curriculum and Standards Authority and she co-authored What teachers need to know about assessment and reporting which was published by the Australian Council for Educational Research.
A/Prof Stephen Humphry
Steve Humphry is an Associate Professor in Educational Assessment, Measurement and Evaluation at The University of Western Australia. He won a position with UWA in 2006 and has held substantial Australian Research Council Linkage grants continuously since 2008. He has worked with a number of Industry Partners on these grants including the Australian Curriculum Assessment and Reporting Authority (ACARA), UNESCO’s International Institute for Educational Planning (IIEP), and the School Curriculum and Standards Authority (SCSA).
A/Prof Humphry has extensive experience in the NAPLAN and WALNA large-scale testing programs. His research has focused increasingly on developing novel approaches that allow classroom teachers to reliably assess students in areas not amenable to large-scale testing such as Visual Art and Science Investigations. In Industry work, between 2011 and 2013, A/Prof Humphry has led the Central Analysis of Data project for NAPLAN, on which a team of psychometricians establish NAPLAN literacy and numeracy scales that form the basis for reporting on performance at the Australian, state and territory, school and individual student levels. Before joining the University of Western Australia, he also worked for a number of years as the Psychometrician for the Western Australian Department of Education’s large-scale assessment program. During that time, he oversaw the measurement and statistical analysis, and technical facets of public reporting of results to schools and parents in Western Australia.
Through research, A/Prof Humphry has published a number of papers outlining theoretical and technical advancements in educational measurement designed to improve the comparability of results from different tests, such as those administered in successive calendar years. He has also overseen the development of statistical software used to analyse student results as well as software for reporting results. He conducted research on the development of marking rubrics that formed the basis of the NAPLAN Writing marking rubric, and which also influenced policy and practice regarding the use of Outcomes Frameworks to assess Western Australian students.