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Formative assessment in the Queensland system : teacher practices?

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conference contribution
posted on 06.12.2017, 00:00 by Joanne DarguschJoanne Dargusch
Queensland adopted a criterion-referenced, school-based assessment system thirty-five years ago, a move that took the focus away from external summative testing and shifted responsibility for assessment to classroom teachers. According to syllabus, policy and other Queensland Studies Authority documents, a central understanding of the system is the complementary nature of formative and summative assessment purposes, with an emphasis on these dual assessment purposes being met by teachers in classrooms. This presentation takes up these ideas as it looks at the presenter's doctoral research examining teachers' formative assessment practices in Year 12 English classrooms. After examining the Queensland system, case studies will be presented to reveal how selected teachers talk about formative assessment, their understandings of its purpose, and their actions in making formative opportunities available to their students. The data indicates that these understandings, and the teachers' practices in relation to formative assessment, are diverse and complex.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Parent Title

IAEA 2009 : Assessment for a creative world : International Association for Eductional Assessment, 35th Annual Conference, 13-18 September 2009, Brisbane, Australia.

Start Page

1

Start Date

01/01/2009

Location

Brisbane

Publisher

IAEA

Place of Publication

Brisbane

Peer Reviewed

No

Open Access

No

External Author Affiliations

Griffith University; Not affiliated to a Research Institute;

Era Eligible

No

Name of Conference

International Association of Assessment in Education

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