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.

[img] Submitted Version (PDF 143kB)
Administrators only | Request a copy from author

View at publisher


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.

Impact and interest:

4 citations in Scopus
Search Google Scholar™
4 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 50437
Item Type: Journal Article
Refereed: Yes
Additional URLs:
Keywords: Assessment and learning, High stakes testing, Accountability, Curriculum and assessment reform, Educational change
DOI: 10.1007/s13384-012-0057-9
ISSN: 0311-6999
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 01:25
Last Modified: 28 Mar 2013 09:43

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page