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'Nobody is watching but everything I do is measured': Teacher accountability, learner agency and the crisis of control

journal contribution
posted on 26.11.2018, 00:00 by Joanne Dargusch, J Charteris
It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.

History

Volume

43

Issue

10

Start Page

24

End Page

40

Number of Pages

17

ISSN

1835-517X

Location

Australia

Publisher

Edith Cowan University

Language

English

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

University of New England

Author Research Institute

Centre for Regional Advancement of Learning, Equity, Access and Participation (LEAP)

Era Eligible

Yes

Journal

Australian Journal of Teacher Education