Mixed messages: an investigation of primary school literacy and numeracy assessment practices post the introduction of standards-based reform in Victoria.

Anderson, J 2018, Mixed messages: an investigation of primary school literacy and numeracy assessment practices post the introduction of standards-based reform in Victoria., Doctor of Philosophy (PhD), Education, RMIT University.


Document type: Thesis
Collection: Theses

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Title Mixed messages: an investigation of primary school literacy and numeracy assessment practices post the introduction of standards-based reform in Victoria.
Author(s) Anderson, J
Year 2018
Abstract This thesis investigates how teachers respond to profound changes to their practice introduced by policy reforms. Building on a literature base suggesting that education reforms are shaped by prevailing global political ideologies and the reliance on school leadership and professional learning as implementation strategies the thesis embeds this literature strongly in pedagogy, and in classroom assessment to explore why these trends continue to create tensions in teachers’ professional lives. Using a qualitative, ethnographic case study approach, the thesis used a multi-faceted approach to data collection. A small sample of teachers and principals contributed to the data collection comprising face-to-face interviews, video-recorded classroom observations and artefacts consisting of the teachers’ assessment and planning documentation. The thesis finds that since the push for teachers to change their practice is persistent and pervasive, it is not surprising that teachers cling to familiar routines and resist change. An important finding in this thesis is that support, which is currently being offered to teachers undergoing profound change, is fundamentally flawed and that teachers and schools are commonly blamed for poor educational outcomes and policy failures. Teachers take the opportunity to adapt to innovative assessment practices yet they require time and support to assimilate what may appear to be revolutionary pedagogical ideas, particularly in assessment. Theoretical positioning on classroom assessment has undergone significant change, shifting from a view of assessment purposes based on summative and formative perspectives to assessment for/of/as learning and more recently, a shift to a unified approach comprising summative and formative perspectives. These significant shifts have been identified in evolving Victorian education policies and while teachers are expected to keep abreast of these shifts, professional learning and school leadership lag behind as the means of support for teachers experiencing substantial changes to their professional practices.
Degree Doctor of Philosophy (PhD)
Institution RMIT University
School, Department or Centre Education
Subjects Curriculum and Pedagogy Theory and Development
Education Assessment and Evaluation
Primary Education (excl. Maori)
Keyword(s) Education
Policy
Assessment
Professional learning
School leadership
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Created: Mon, 01 Oct 2018, 15:13:57 EST by Adam Rivett
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