Senior Secondary School Assessment and Standard-Setting in Queensland, Australia: Social Context and Paradigmatic Change

Autor/in	Cumming, J. Joy
Titel	Senior Secondary School Assessment and Standard-Setting in Queensland, Australia: Social Context and Paradigmatic Change
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 2, S.160-177 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, J. Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2019.1684877
Schlagwörter	Standard Setting; Academic Achievement; Educational Change; Secondary School Students; Outcomes of Education; Curriculum Based Assessment; Foreign Countries; Psychometrics; Evaluation Methods; Student Evaluation; Educational History; Academic Standards; Sociocultural Patterns; Exit Examinations; Universities; Academic Aspiration; Alternative Assessment; Politics of Education; Australia + Suchen Sie Ihr Suchwort? Standardisierung; Schulleistung; Bildungsreform; Sekundarschüler; Lernleistung; Schulerfolg; Ausland; Psychometry; Psychometrie; Schulnote; Studentische Bewertung; History of education; Bildungsgeschichte; Soziokulturelle Theorie; Final examination; Abschlussprüfung; University; Universität; Educational policy; Bildungspolitik; Australien
Abstract	This article draws on three assessment paradigms -- psychometrics, outcomes-based and curriculum-based assessment -- to discuss paradigmatic changes in senior school assessment and achievement standard-setting in Queensland, Australia, over the last 50 years. These include radical reforms in 1970 from university-controlled examinations to school-based assessments applying normative standard-setting, to subsequent reforms in 1978 introducing competence(curriculum)-based assessment and standards. From 2019, a new reform introduces a combination of school-based and external assessment with procedures for establishing standards still in progress. Changes to Queensland assessment and standard-setting are discussed in terms of three preconditions for paradigm change -- dissatisfaction, an alternative acceptable paradigm, and majority acceptance of change. Influence of paradigmatic origins of reformers is discussed. The amalgam of curriculum-based assessment and psychometric paradigms in the new Queensland system is considered in terms of theoretical compatibility and potential impact on the new standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01