Policy expectations and support for teacher formative assessment in Australian education reform
Journal article
Van der Kleij, Fabienne Michelle, Cumming, Jacqueline Joy and Looney, Anne. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education. 25(6), pp. 620 - 637. https://doi.org/10.1080/0969594X.2017.1374924
Authors | Van der Kleij, Fabienne Michelle, Cumming, Jacqueline Joy and Looney, Anne |
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Abstract | Formative assessment is strongly advocated as a critical component of Australian teachers’ work. This article examines the evolving policy expectations and support for teachers’ formative assessment practices in the context of two recent Australian education reforms: the introduction of the first national curriculum and of new professional standards for teachers. These are further examined in the context of state and territory government responsibility for curriculum implementation, pedagogy and classroom assessment. We conclude that while formative assessment is advocated in Australia, support for teachers that will lead to effective implementation of formative assessment is inadequate. More generally, we contend that curriculum reforms that do not integrate and embed assessment with curriculum will not be successful in creating assessment that will enhance student learning. |
Keywords | formative assessment; educational reform; national curriculum; Australian professional standards for teachers; teacher guidance |
Year | 2018 |
Journal | Assessment in Education |
Journal citation | 25 (6), pp. 620 - 637 |
Publisher | Routledge |
ISSN | 0969-594X |
Digital Object Identifier (DOI) | https://doi.org/10.1080/0969594X.2017.1374924 |
Scopus EID | 2-s2.0-85029441397 |
Page range | 620 - 637 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United Kingdom |
https://acuresearchbank.acu.edu.au/item/89yzv/policy-expectations-and-support-for-teacher-formative-assessment-in-australian-education-reform
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