In this edition, we turn the spotlight on assessment: the when, why and how. Timothy Shanahan compares nonsense word tests and word ID tests, Daisy Christodoulou asks whether ChatGPT changes how we should consider assessment, and Nicola Bell and Kevin Wheldall outline their efforts to ‘rehabilitate’ a long-standing test through renorming. Elsewhere, Nathaniel Hansford examines reading fluency in the light of the Science of Reading, Daniel Willingham considers various strategies for teaching reading comprehension, and Rebecca Birch reflects on mathematics anxiety, particularly amongst girls.
You can view a digital edition of Nomanis here, download a PDF of the full edition here, or read the individual articles below:
Editorial – Everything old is new again: Kevin Wheldall and Robyn Wheldall
Which should we use, nonsense word tests or word ID tests?: Tim Shanahan
Does ChatGPT mean we have to change how we assess?: Daisy Christodoulou
When tests get old: A simple model for rehabilitation: Nicola Bell and Kevin Wheldall
Has cognitive load theory been dealt a devastating blow?: Greg Ashman
Can children be taught to comprehend what they read?: Daniel Willingham
Reading fluency and the Science of Reading: Nathaniel Hansford
On mathematics anxiety: Rebecca Birch
Controversies within the Science of Reading: Jill Barshay, The Hechinger Report
What words do children encounter when they read for pleasure?: Maria Korochkina and Kathy Rastle
Response to the ACT inquiry into literacy and numeracy teaching