A Systems-level approach to building sustainable assessment cultures : moderation, quality task design and dependability of judgement
Colbert, Peta, Wyatt-Smith, Claire, & Klenowski, Valentina (2012) A Systems-level approach to building sustainable assessment cultures : moderation, quality task design and dependability of judgement. Policy Futures in Education, 10(4), pp. 386-401.
This paper considers the conditions that are necessary at system and local levels for teacher assessment to be valid, reliable and rigorous. With sustainable assessment cultures as a goal, the paper examines how education systems can support local level efforts for quality learning and dependable teacher assessment. This is achieved through discussion of relevant research and consideration of a case study involving an evaluation of a cross-sectoral approach to promoting confidence in school-based assessment in Queensland, Australia. Building on the reported case study, essential characteristics for developing sustainable assessment cultures are presented, including: leadership in learning; alignment of curriculum, pedagogy and assessment; the design of quality assessment tasks and accompanying standards, and evidence-based judgement and moderation. Taken together, these elements constitute a new framework for building assessment capabilities and promoting quality assurance.
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|Item Type:||Journal Article|
|Keywords:||assessment, accountability, quality task design, teacher judgement|
|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 Symposium Journals|
|Deposited On:||10 Sep 2012 23:17|
|Last Modified:||27 Mar 2013 01:59|
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