Assessment and Learning: An In-Depth Analysis of Change in One School's Assessment Culture

Autor/inn/en	Adie, Lenore; Addison, Bruce; Lingard, Bob
Titel	Assessment and Learning: An In-Depth Analysis of Change in One School's Assessment Culture
Quelle	In: Oxford Review of Education, 47 (2021) 3, S.404-422 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adie, Lenore) ORCID (Lingard, Bob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1850436
Schlagwörter	Educational Assessment; Institutional Evaluation; Secondary Education; Accountability; School Culture; High Achievement; Educational Quality; Summative Evaluation; Formative Evaluation; Secondary School Students; Females; Single Sex Schools; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Sekundarbereich; Verantwortung; Schulkultur; Schulleben; Quality of education; Bildungsqualität; Sekundarschüler; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Ausland; Australien
Abstract	The introduction of new assessment policy can reverberate throughout all levels of schooling. This paper presents an in-depth investigation into one school's response in the Junior years of secondary education to the introduction of a new Senior years' assessment system. The investigation focuses on the educational context of a high-performing school where school leaders decided to prioritise learning rather than summative assessment in the Junior school. The findings reveal the practices required to make critical changes to the assessment culture and related assessment systems for the school, within a context of national assessment accountabilities and high community expectations. These practices include the collaboration of school leaders with teachers, students and parents to drive change while maintaining high performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01