Sustaining teacher professionalism in the context of standards referenced assessment reform
Klenowski, Valentina (2012) Sustaining teacher professionalism in the context of standards referenced assessment reform. In Luke, Allan, Woods, Annette, & Weir, Katie (Eds.) Curriculum, Syllabus Design and Equity : A Primer and Model. Routledge Taylor & Francis Group, New York, London, pp. 88-102.
|Accepted Version (PDF 53kB) |
Administrators only | Request a copy from author
Standards referenced reform, tied to reporting, engages directly with assessment issues related to accountability. Assessment is the key to good education and is inseparable from curriculum. In an accountability context, standards are used as a lever to improve the reliability and consistency of teacher judgement; and classroom evidence is used by education systems for reporting and tracking achievement over time. Assessment is thus a powerful driver for change and is at the heart of the teaching-learning dynamic. The relationship between the learner, learning and assessment needs to be kept central and the idea of teacher empowerment is fundamental. This chapter is a call to honour and sustain teacher professionalism through educative forms of school-based and teacher-led evaluation, assessment and communities of judgement practice. It supports the argument for a central place for classroom assessment in the role of assessment in educational accountability...
Impact and interest:
Citation countsare sourced monthly fromand 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 theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Book Chapter|
|Keywords:||teacher assessment, moderation, equity, policy reform, Standards, accountability, teacher assessment|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
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 Routledge Taylor & Francis Group|
|Deposited On:||06 Sep 2012 12:46|
|Last Modified:||28 Mar 2013 18:31|
Repository Staff Only: item control page