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Dilemmas in theory and practice : a case study of English teachers and school-based curriculum development and assessment

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journal contribution
posted on 06.12.2017, 00:00 by Errol Estate Of Vieth
The theory of school-based curriculum development and assessment is that assessment would be an on-going process which derived naturally from the curriculum of the classroom. But in practice, this is not the case. Theory and practice are not only widely different; they are mutually antagonistic. Practice not only contradicts theory; the implementation of theory has resulted in a practice which is the opposite to that suggested by the theory. This paper examines the system of school-based curriculum development and assessment in Queensland in the subject English.

Funding

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

History

Volume

98

Start Page

67

End Page

79

Number of Pages

13

ISSN

0155-2147

Location

Norwood, SA

Publisher

Australian Association for the Teaching of English

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

School of Humanities and Social Sciences;

Era Eligible

No

Journal

English in Australia.

Exports