Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia

Journal article


Fenwick, Lisl. (2017) Promoting assessment for learning through curriculum-based performance standards: teacher responses in the Northern Territory of Australia. Curriculum Journal. 28(1), pp. 41 - 58. https://doi.org/10.1080/09585176.2016.1260486
AuthorsFenwick, Lisl
Abstract

Governments in Australia claim that standards-based reforms to schooling will result in greater use of assessment for and as learning. This study analyses the assessment practices that evolved within the planned curricula for senior secondary schooling in the Northern Territory of Australia during standards-based reforms. Case-study methodology was used, with each of the six teachers participating forming one case. The data collected and analysed included the texts created by the six participating teachers from a range of subject areas as they planned to enact the new curriculum. Semi-structured interviews were also conducted with each of the six teachers. The findings indicate that the inclusion of subject-based performance standards in the curriculum for senior schooling did not result in teachers planning a curriculum that included assessment practices for actively engaging students in learning

Keywordsassessment for learning; classroom assessment; curriculum; government policy
Year2017
JournalCurriculum Journal
Journal citation28 (1), pp. 41 - 58
ISSN0958-5176
Digital Object Identifier (DOI)https://doi.org/10.1080/09585176.2016.1260486
Scopus EID2-s2.0-84999851994
Page range41 - 58
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
EditorsL. Hayward, S.Higgins and K. Livingston, and D. Wyse
Permalink -

https://acuresearchbank.acu.edu.au/item/87196/promoting-assessment-for-learning-through-curriculum-based-performance-standards-teacher-responses-in-the-northern-territory-of-australia

Restricted files

Publisher's version

  • 7
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Standards-based reform to senior-secondary curriculum and metacognition in the literacy domain
Fenwick, Lisl. (2018) Standards-based reform to senior-secondary curriculum and metacognition in the literacy domain. Curriculum Journal. 29(3), pp. 338 - 353. https://doi.org/10.1080/09585176.2018.1424643
The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario
Fenwick, Lisl. (2017) The effects of discourses in regional contexts on the development of curriculum-based literacy standards for adolescents in schooling: a comparative study of South Australia and Ontario. Curriculum Journal. 28(2), pp. 231 - 248. https://doi.org/10.1080/09585176.2016.1271344
The effects of standards-based reforms on indigenous students’ access to english as a second language curriculum and opportunities to learn
Fenwick, Lisl. (2014) The effects of standards-based reforms on indigenous students’ access to english as a second language curriculum and opportunities to learn. Curriculum Perspectives. 34(3), pp. 15-26.
Supporting the transference of knowledge about language within teacher education programs
Fenwick, Lisl, Endicott, Michele, Quinn, Marie and Humphrey, Sally. (2014) Supporting the transference of knowledge about language within teacher education programs. Australian Journal of Teacher Education. 39(11), pp. 81 - 107. https://doi.org/10.14221/ajte.2014v39n11.6
Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge
Fenwick, Lisl, Humphrey, Sally, Quinn, Marie and Endicott, Michele. (2014) Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge. Australian Journal of Teacher Education. 39(1), pp. 1 - 38. https://doi.org/10.14221/ajte.2014v39n1.4
Learning about the effects of context on teaching and learning in pre-service teacher education
Fenwick, Lisl and Cooper, Maxine. (2013) Learning about the effects of context on teaching and learning in pre-service teacher education. Australian Journal of Teacher Education. 38(3), pp. 96 - 110. https://doi.org/10.14221/ajte.2013v38n3.6
Limiting opportunities to learn in upper-secondary schooling: Differentiation and performance assessment in the context of standards-based curriculum reform
Fenwick, Lisl. (2012) Limiting opportunities to learn in upper-secondary schooling: Differentiation and performance assessment in the context of standards-based curriculum reform. Curriculum Inquiry. 42(5), pp. 629 - 651. https://doi.org/10.1111/j.1467-873X.2012.00609.x
Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia
Fenwick, Lisl and Cooper, Maxine. (2012) Prevailing pedagogies for classes in low SES contexts and the implications for standards-based reform in Australia. Australian Educational Researcher. 39(3), pp. 349 - 361. https://doi.org/10.1007/s13384-012-0066-8
Curriculum reform and reproducing inequality in upper-secondary education
Fenwick, Lisl A.. (2011) Curriculum reform and reproducing inequality in upper-secondary education. Journal of Curriculum Studies. 43(6), pp. 697 - 716. https://doi.org/10.1080/00220272.2011.576773
Curriculum reform and reproducing inequality in upper-secondary education
Fenwick, Lisl. (2011) Curriculum reform and reproducing inequality in upper-secondary education. Journal of Curriculum Studies. 43(6), pp. 697 - 716. https://doi.org/10.1080/00220272.2011.576773
Initiating and sustaining learning about literacy and language across the curriculum within secondary schools
Fenwick, Lisl. (2010) Initiating and sustaining learning about literacy and language across the curriculum within secondary schools. Australian Journal of Language and Literacy. 33(3), pp. 268 - 283.