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This study examines how mathematics and science teachers’ classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers’ classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process.

Academic work environments are becoming progressively more digitalised and focused on performativity and commodification, increasing the potential to force an unwanted merge of the boundary between work and non-work domains. This study aimed to explore academic wellbeing and the role played by factors related to work-life merge. Data were collected from a cross sectional survey of 605 Australian and 313 UK academics, who were found to have a short version Warwick-Edinburgh Mental Wellbeing Score of 21.47 ± 4.11 and 21.35 ± 4 respectively, which is significantly below population norms. Australian men's scores were significantly lower than Australian women (20.7 ± .31, p = .007). Job strain was evidenced by excessive work hours, high levels of intrusive work-related thoughts, reduced physical activity and a self-perception that work-life merge adversely affected psychological and physical health, and mostly only occurred to meet work demands. Action by government education and university leaders is urgently required to identify policy and management practices that are contributing to this ongoing health concern. The establishment of national and university based advisory groups and consideration of a data warehouse to curate a public dataset on the wellbeing of staff within universities could assist in ensuring the outcomes of any action are continually assessed.