This study examines how assessment policies and practices around time are creating barriers for university students from equity groups. Four key recommendations and examples of high‑equity practices are provided to help universities shift away from individualised notions of “time management,” streamline adjustment processes and adopt more inclusive assessment designs that address systemic time inequities.

Generative artificial intelligence (gen AI) continues to transform teaching, learning and assessment across Australian higher education. This resource aims to help institutions address the risks gen AI poses to learning assurance, while also supporting students to use these tools responsibly and ethically. It assists institutions and staff to navigate three main approaches that have emerged.

This paper discusses student participation and engagement with the National Assessment Program Literacy and Numeracy (NAPLAN) tests – factors that impact the quality and usefulness of the results. It provides the latest trends and highlights important considerations for the interpretation of students’ results and future implementation of NAPLAN.

According to this report, Australian students continue to value the importance of learning about our country’s history and civic institutions. Despite this, the report shows that students’ knowledge and understanding of Australia’s democracy, our political system and civic processes has fallen.

Teachers, educators and policymakers need to determine how applicable education evidence is to their context when considering adopting new evidence-based practices. This rapid literature review examines the effectiveness of three well-established, evidence-based teaching practices: formative assessment, explicit instruction and mastery learning. It investigates the impact of these practices on student achievement and whether this varied...