Policy Expectations and Support for Teacher Formative Assessment in Australian Education Reform

Autor/inn/en	Van der Kleij, Fabienne Michelle; Cumming, Jacqueline Joy; Looney, Anne
Titel	Policy Expectations and Support for Teacher Formative Assessment in Australian Education Reform
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 6, S.620-637 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van der Kleij, Fabienne Michelle) ORCID (Cumming, Jacqueline Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1374924
Schlagwörter	Formative Evaluation; Educational Change; Educational Policy; National Curriculum; Curriculum Development; Standards; Foreign Countries; Teaching Methods; Curriculum Implementation; Student Evaluation; Academic Achievement; Educational Objectives; Elementary Secondary Education; Teacher Effectiveness; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Schulleistung; Educational objective; Bildungsziel; Erziehungsziel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01