Learning outcomes in mathematics and science classrooms in Australia, Finland and China: Interrogating the alignment of curriculum, instruction and assessment

我们促进有效教学的能力取决于我们识别和评估有用知识的能力，以及识别产生这些知识的教学实践的能力。国际成绩测试正在影响澳大利亚的教育政策，重点关注表现最好的芬兰和亚洲课堂的持续成功。最近的研究引起了人们的关注，即哪些形式的知识(i)在学生的考试成绩中得到了表达，或者（ii）在大多数现有的考试形式（特别是国际考试）中未被揭示。本项目密切关注中国、芬兰和澳大利亚的课堂实践和学习成果，为这些问题提供新的指导。

Our capacity to promote effective instruction depends upon our ability to recognize and assess useful knowing and to identify the instructional practices through which such knowing is engendered. International achievement tests are impacting educational policy in Australia, with significant attention on top-performing Finland and the consistent success of Asian classrooms. Recent research has raised concerns about what forms of knowing (i) find their expression in student test performance, or (ii) remain unrevealed by most available forms of testing (particularly international testing). This project looks closely at classroom practices and learning outcomes in China, Finland and Australia to provide new guidance on these issues.