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Negotiating the meaning of achievement standards in the Australian curriculum

Willis, Jill & Adie, Lenore E. (2013) Negotiating the meaning of achievement standards in the Australian curriculum. Curriculum Perspectives, 33(1), pp. 52-62.

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    Abstract

    Planning for assessment using the achievement standards in the implementation of the Australian Curriculum presents a challenge for teachers. The achievement standards differ in appearance and function from current assessment practices. This research inquiry used qualitative focus group discussions to investigate how Year 6 teachers from three Queensland schools negotiated the meaning of the English and Mathematics achievement standards for their assessment practice. A sociocultural theoretical perspective was used to analyse the data. Three significant influences on the teachers’ understanding of the achievement standards were their understanding of the achievement standard text, their beliefs about learning and assessment, and the assessment culture of the school. The opportunity to learn through supported professional conversations with peers, and the need for a shared assessment discourse were identified as necessities to support teachers as they seek to implement the new practices inherent in the achievement standards in the Australian Curriculum.

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    ID Code: 52627
    Item Type: Journal Article
    Keywords: Assessment, Australian Curriculum, achievement standards, standards- referenced
    ISSN: 0159-7868
    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 2013 Australian Curriculum Studies Association Inc.
    Deposited On: 24 Jul 2012 10:16
    Last Modified: 22 May 2013 10:43

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