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- Assessment (2)
- Assessment for learning (1)
- Constructive alignment; assessment; affective domain; reflective practice; student voice (1)
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- Culturally responsive pedagogy (1)
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Articles 1 - 6 of 6
Full-Text Articles in Education
The Washback Of The Toefl Ibt In Vietnam, Melissa Barnes
The Washback Of The Toefl Ibt In Vietnam, Melissa Barnes
Australian Journal of Teacher Education
Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the …
Utilizing An Experiential Approach To Teacher Learning About Afl: A Consciousness Raising Opportunity, Helen Dixon, Eleanor Hawe
Utilizing An Experiential Approach To Teacher Learning About Afl: A Consciousness Raising Opportunity, Helen Dixon, Eleanor Hawe
Australian Journal of Teacher Education
In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these actions and interactions for student learning. It also pays attention to how teacher self-efficacy in the use of various AfL strategies was developed through a heightened awareness of the beneficial effects of these strategies on teachers’ own learning in particular.
Developing School Heads As Instructional Leaders In School–Based Assessment: Challenges And Next Steps, Govinda Ishwar Lingam, Narsamma Lingam
Developing School Heads As Instructional Leaders In School–Based Assessment: Challenges And Next Steps, Govinda Ishwar Lingam, Narsamma Lingam
Australian Journal of Teacher Education
The aim of this paper is to present the findings of a study on school-based assessment in a Pacific nation – namely, the Solomon Islands. A questionnaire was designed consisting of both open-ended and closed-type questions to elicit the views of school heads on the challenges they faced in school-based assessment. The findings indicated that they faced difficulties in effectively carrying out school-based assessment due to the limited knowledge and skills they possessed. They highlighted that the initial teacher training programme did not include much on assessment and this adversely impacted their work as instructional leaders on assessment for learning …
'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers
'Being In' And 'Feeling Seen' In Professional Development As New Teachers: The Ontological Layer(Ing) Of Professional Development Practice, Andrew M. Bills, David Giles, Bev Rogers
Australian Journal of Teacher Education
Dominant discourses on professional development for teachers internationally are increasingly geared to the priority of ensuring individual teachers are meeting prescribed standards-based performance benchmarks which we call ‘performativities’ in this paper. While this intent is invariably played out in individualised performance management meetings and ‘fly by’ professional development workshops, our research into a NZ primary school discovered a counter-movement at work rejecting imposed standards and preoccupations with instrumental performativites and replacing these with teacher co-constructed and contextualised capacity matrices immersed within an ‘open’ and ‘seeing’ professional learning culture of support. Within manifestations of a rich and enabling culture of professional …
Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies
Cook Islands Students' Attitudes Towards Physical Education, Aue Te Ava, Christine Rubie-Davies
Australian Journal of Teacher Education
Teacher education has the potential to bring changes within educational systems that can shape the knowledge and skills of future generations. Teaching in a culturally responsive manner is an important part of developing teachers to serve as key change agents in transforming education and society through research, from the perspectives of student learning and achievement in health and physical education. It was expected in this study that students’ recognition of cultural activities could inspire them to engage in physical education. The aim of the study was to examine student awareness of teaching that included cultural activities, with an emphasis on …
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Using Assessment To Develop Social Responsibility As A Graduate Attribute In Teacher Education, Kerry Howells, Noleine Fitzallen, Christine Adams
Australian Journal of Teacher Education
Australian higher education institutions have struggled to develop clear strategies for developing and assessing graduate attributes within their specific disciplinary contexts. Using the example of the graduate attribute of social responsibility, this paper explores the outcomes of using assessment tasks to raise the awareness of development of graduate attributes, while at the same time contextualising their meaning and relevance within pre-service teachers’ immediate lived experiences within the study situation. The data collected were pre- and post-surveys as well as written reflections. The findings indicate that if embedded in an explicit way in assessment tasks that require reflection on the development …