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Students drawing conclusions about assessment to inform school change
Willis, Jill Adie, Lenore Addison, Bruce Kimber, Megan
Willis, Jill
Adie, Lenore
Addison, Bruce
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.
Keywords
assessment, student agency, assessment culture, visual methodology, student drawings
Date
2023
Type
Journal article
Journal
Cambridge Journal of Education
Book
Volume
53
Issue
6
Page Range
779-801
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this articlehas been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any med-ium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this articlehas been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.