Contesting educational assessment policies in Australia

ABSTRACT

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers.

KEYWORDS:

• Critical analysis
• assessment policy
• teacher practice

Acknowledgments

This work was supported by the Australian Research Council Discovery Project Grants under Grant DP110104319.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Australian Research Council Discovery Projects [DP110104319];

Notes on contributors

J. Joy Cumming

Professor J. Joy Cumming is Research Director of the Assessment, Evaluation and Student Learning (AESL) research area in the Institute for Learning Sciences and Teacher Education (ILSTE), Australian Catholic University. Originally a secondary school teacher in English and Mathematics, she has been involved in educational research for over 40 years. Her research in educational assessment focuses on teacher assessment practice and student agency, as well as equity in assessment and accountability practices for all students, and especially students with disabilities.

Fabienne M. Van Der Kleij

Dr. Fabienne M. van der kleij is a Research Fellow in the AESL research area in ILSTE, ACU. Her research covers various topics in the area of formative assessment and teacher-student feedback interactions. Recent and ongoing research has focused on teacher and student perceptions of classroom feedback, formative assessment for diverse students, assessment for learning in classroom practice, and curriculum in the Australian context. Twitter: @FabiennevdKleij.

Lenore Adie

Associate Professor Lenore Adie is a Senior Research Fellow in Teacher Education and Assessment at ILSTE, ACU. Her research focuses on assessment processes as these contribute to supporting teachers’ pedagogical practices and student learning across all phases of education. She has extensive professional experience working in schools as a teacher and in leadership positions, and in teacher education for over 30 years. Twitter: @LenoreAdie.