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dc.contributor.convenorBrendan Bartlett
dc.contributor.authorWyatt-Smith, Claire
dc.contributor.editorBrendan Bartlet, Fiona Bryer, Dick Roebuck
dc.date.accessioned2017-05-03T12:47:15Z
dc.date.available2017-05-03T12:47:15Z
dc.date.issued2005
dc.date.modified2009-08-17T22:21:33Z
dc.identifier.urihttp://hdl.handle.net/10072/2504
dc.description.abstractCurrently, few would openly challenge the notion that assessment, teaching, and learning are fundamentally interrelated in good practice. Beyond this, however, there remains much debate about what should be assessed and how assessment should properly occur - in short, what assessment evidence should be most valued and used for reporting purposes. This presentation starts from two propositions: first, that large-scale standardised testing, of itself, does not lead to improvement; and second, that if we are serious about improving student outcomes, it is time to reassert the centrality of teacher judgement, explicitly defined standards, and literacy and numeracy as cross-curricular priorities. Drawing on a current study of teacher capacity building in assessment, participants will be invited to consider characteristics of "assessment for learning" including the matching of curriculum intent to both learning and assessment opportunities. Of special interest will be teachers' own accounts of how they have developed and worked with stated assessment criteria and standards in their classrooms, both to improve student learning and to judge the quality of student work.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent183517 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSchool of Cognition, Language and Special Education, Griffith University i
dc.publisher.placeBrisbane
dc.publisher.urihttp://search.informit.com.au/documentSummary;dn=254898454025341;res=IELHSS
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencename3rd Annual International conference on Cognition, Language and Special Education Research
dc.relation.ispartofconferencetitleStimulating the "Action" as Participants in Participatory Research
dc.relation.ispartofdatefrom2005-12-02
dc.relation.ispartofdateto2005-12-04
dc.relation.ispartoflocationSurfers Paradise,Gold Coast, Qld, Aus.
dc.rights.retentionY
dc.subject.fieldofresearchcode330199
dc.titleBeing serious about improving student outcomes: bringing the issues of quality, standards and teacher judgement to centre stage
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2005. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the author.
gro.date.issued2005
gro.hasfulltextFull Text
gro.griffith.authorWyatt-Smith, Claire M.


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    Contains papers delivered by Griffith authors at national and international conferences.

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