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  • Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform

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    64761_1.pdf (165.4Kb)
    Author(s)
    Klenowski, Val
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    2010
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    Abstract
    This paper puts forward a proposal for reviewing the role and purpose of standards in the context of national curriculum and assessment reform more generally. It seeks to commence the much-needed conversation about standards in the work of teachers as distinct from large-scale testing companies and the policy personnel responsible for reporting. Four key conditions that relate to the effective use of standards to measure improvement and support learning are analysed: clarity about purpose and function; understanding of the representation of standards; moderation practice; and the assessment community. The Queensland ...
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    This paper puts forward a proposal for reviewing the role and purpose of standards in the context of national curriculum and assessment reform more generally. It seeks to commence the much-needed conversation about standards in the work of teachers as distinct from large-scale testing companies and the policy personnel responsible for reporting. Four key conditions that relate to the effective use of standards to measure improvement and support learning are analysed: clarity about purpose and function; understanding of the representation of standards; moderation practice; and the assessment community. The Queensland experience of the use of standards, teacher judgement and moderation is offered to identify what is educationally preferable in terms of their use and their relationships to curriculum, improvement and accountability. The article illustrates how these practices have recently been challenged by emerging political constraints related to the Australian Government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards.
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    Journal Title
    Assessment Matters
    Volume
    2
    Publisher URI
    http://www.nzcer.org.nz
    Copyright Statement
    © 2010 NZCER. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Education Assessment and Evaluation
    Education not elsewhere classified
    Specialist Studies in Education
    Policy and Administration
    Education Systems
    Publication URI
    http://hdl.handle.net/10072/34626
    Collection
    • Journal articles

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