Teachers using annotations to engage students in assessment conversations : recontextualising knowledge

Willis, Jill & Adie, Lenore (2014) Teachers using annotations to engage students in assessment conversations : recontextualising knowledge. The Curriculum Journal, 25(4), pp. 495-515.

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Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.

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ID Code: 78034
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 22 October 2014. The embargo on the accepted manuscript version will expire on 22 April 2016.
Keywords: Standards-referenced assessment, annotations, backward mapping, teacher assessment practices
DOI: 10.1080/09585176.2014.968599
ISSN: 1469-3704
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 2014 British Educational Research Association
Copyright Statement: This is an Accepted Manuscript of an article published by Taylor & Francis in The Curriculum Journal on 22 October 2014, available online: http://wwww.tandfonline.com/10.1080/09585176.2014.968599
Deposited On: 27 Oct 2014 00:48
Last Modified: 23 Feb 2016 20:27

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