Enabling and Aligning Assessment for Learning: Some Research and Policy Lessons from Queensland

Autor/inn/en	Lingard, Bob; Mills, Martin; Hayes, Debra
Titel	Enabling and Aligning Assessment for Learning: Some Research and Policy Lessons from Queensland
Quelle	In: International Studies in Sociology of Education, 16 (2006) 2, S.83-103 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
Schlagwörter	School Restructuring; Student Evaluation; Educational Change; Teaching Methods; Alignment (Education); Educational Policy; Policy Formation; Longitudinal Studies; Best Practices; Educational Practices; Theory Practice Relationship; Evaluation Methods; Evaluation Research; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Schulnote; Studentische Bewertung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Politische Betätigung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; Theorie-Praxis-Beziehung; Evaluationsforschung; Ausland; Australien
Abstract	Drawing on the Queensland School Reform Longitudinal Study (QSRLS), this paper documents the assessment practices of about 250 Queensland primary and secondary classrooms and the extent to which they align with those pedagogical practices described as "productive pedagogies" in the research. In considering the extent of this alignment, the paper outlines in some detail the concept of "productive assessment", which also developed out of the research. The QSRLS demonstrated the necessity of aligning pedagogies and assessment practices with curriculum purposes to enhance student learning and contribute to socially just outcomes. A lack of visible alignment in the assessment practices of teachers in the study is demonstrated and discussed. When considered in conjunction with the low intellectual demands of the pedagogies observed, there are serious social justice implications to be drawn from the research. The paper also shows the significance of systemic assessment policies in relation to teacher assessment practices. The paper conceptualizes "productive assessment" in relation to broader sociological considerations of assessment practices. Some possible explanations for the findings are proffered and some brief recommendations about a way forward in relation to teacher professional development around assessment literacy are suggested. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10