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Using annotations to inform an understanding of achievement standards
Adie, Lenore Willis, Jill
Adie, Lenore
Willis, Jill
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Author
Abstract
The implementation of a new national curriculum and standards-referenced assessment in Australia has been an opportunity and a challenge for teacher assessment practices. In this case study of teachers in two Queensland schools, we explore how annotating student or exemplar assessment tasks could support teacher assessment practice. Three learning conversations between the researchers and the teacher teams are interpreted through the lens of Bernstein’s (1999) horizontal and vertical discourses to understand the complexities of coming to know an assessment standard. The study contributes to the literature on the use of annotations by exploring how teachers negotiated the purposes and processes of annotation, how annotating student work or exemplars before teaching commenced supported teachers to experience greater clarity about assessment standards and, finally, some of the tensions experienced by the teachers as they considered this practice within the practicalities of their daily work.
Keywords
Date
2014
Type
Journal article
Journal
Assessment Matters
Book
Volume
6
Issue
Page Range
112-136
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
DOI
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open
Notes
This record includes an accepted version of the following article:
Adie, L. & Willis, J. (2014). Using annotations to inform an understanding of achievement standards. Assessment Matters,6 112-136, which has been published in final form at [http://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/using-annotations-inform-understanding-achievement-standards] http://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/using-annotations-inform-understanding-achievement-standards