Raising the stakes: the challenges for teacher assessment
Klenowski, Valentina (2012) Raising the stakes: the challenges for teacher assessment. AER : Australian Educational Researcher, 39(2), pp. 173-192.
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These are changing times in Australia for teachers and their students, with the introduction of a national curriculum and standards driven reform. While countries in Europe such as England, and in Asia such as Singapore, are changing policy to use assessment in the support of and improvement of learning it appears
that we in Australia are moving towards creating policy that will raise the assessment stakes for the putative purposes of transparency, accountability and fairness. What can be learnt from countries that have had years of high stakes testing? How can Australia avoid the mistakes of past curriculum and assessment reform efforts?
And how can Australian teachers build their capacity to maximise their use of the learning power of assessment? These are the questions that are addressed in this article, with reference to innovative research from global networks that have maintained the assessment focus on learning rather than accountability practices.
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|Item Type:||Journal Article|
|Keywords:||Assessment and learning, High stakes testing, Accountability, Curriculum and assessment reform, Educational change|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Australian Association for Research in Education|
|Deposited On:||24 Jul 2012 11:25|
|Last Modified:||28 Mar 2013 19:43|
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