Students drawing conclusions about assessment to inform school change

Journal article

Willis, Jill, Adie, Lenore, Addison, Bruce and Kimber, Megan. (2023). Students drawing conclusions about assessment to inform school change. Cambridge Journal of Education. pp. 1-23. https://doi.org/10.1080/0305764X.2023.2228224
AuthorsWillis, Jill, Adie, Lenore, Addison, Bruce and Kimber, Megan
Abstract

Student agency in assessment is evident when students make assessment choices, and their voices inform decisions. This paper presents an in-depth case study of a high performing school that sought student voice to reform its assessment culture to enhance student agency. Secondary students in an Australian school were invited to draw a visual metaphor: if assessment were a food, what would it be? Responses were analysed to identify: What can be learnt about assessment culture from students’ drawings and comments? And how did student voice inform changes in school assessment practices and assessment culture? Six years later, the student ideas were revisited by a school leader to identify how cultural and structural conditions for student agency within the assessment culture had changed. Using visual methodologies with students provided insightful commentary on how assessment practices may be modified to support learning and the challenges of engaging in assessment culture reform.

Keywordsassessment; student agency; assessment culture; visual methodology; student drawings
Year2023
JournalCambridge Journal of Education
Journal citationpp. 1-23
PublisherRoutledge
ISSN0305-764X
Digital Object Identifier (DOI)https://doi.org/10.1080/0305764X.2023.2228224
Scopus EID2-s2.0-85164121507
Open accessPublished as ‘gold’ (paid) open access
Page range1-23
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online02 Jul 2023
Publication process dates
Accepted02 Jun 2023
Deposited31 Oct 2023
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