Start Date

17-8-2015 2:45 PM

End Date

17-8-2015 4:00 PM

Subjects

Student assessment, Standards, Teacher competencies, Evaluation, Inquiry, Teaching effectiveness, Educational policy

Abstract

Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence of a general theoretical position that connects assessment and standards to meaning making. This paper argues for the pedagogical utility of standards understood as enabling critical inquiry into teaching and learning. The notion of ‘intentional alignment’ of standards, curriculum and assessment is explored through two key questions: What do teachers bring to assessment? And: What is involved in a dialogic approach to assessment standards which values learners’ perspectives and their agency in improvement?

Place of Publication

Melbourne

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742862873

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Aug 17th, 2:45 PM Aug 17th, 4:00 PM

Session I: Assessment standards, ‘intentional alignment’, and dialogic inquiry

Internationally, the policy move towards standards-aligned instruction is gaining momentum. In Australia, standards have assumed unprecedented prominence in education policy relating both to classroom practice and to teacher preparation and career progression. The move is also evident in the United States, where the lure of standards to inform improvement is clear: significant investment has been committed to longitudinal research to examine at state and district levels the desirable conditions for implementing standards, their impact on developing college- and career-ready teachers, and in turn, the impact on teacher instruction and student outcomes. Moves such as this are occurring in the absence of a general theoretical position that connects assessment and standards to meaning making. This paper argues for the pedagogical utility of standards understood as enabling critical inquiry into teaching and learning. The notion of ‘intentional alignment’ of standards, curriculum and assessment is explored through two key questions: What do teachers bring to assessment? And: What is involved in a dialogic approach to assessment standards which values learners’ perspectives and their agency in improvement?