4,969
Views
6
CrossRef citations to date
0
Altmetric
Research Article

Australia’s National Assessment Programme rubrics: An impetus for self-assessment?

ORCID Icon
Pages 43-64 | Received 25 Sep 2019, Accepted 09 Nov 2020, Published online: 14 Dec 2020

References

  • Absolum, M., L. Flockton, J. Hattie, R. Hipkins, and I. Reid. 2009. Directions for Assessment in New Zealand: Developing Students’ Assessment Capabilities. Wellington: Ministry of Education.
  • ACARA (Australian Curriculum, Assessment and Reporting Authority). 2008. 2008 National Assessment Program Literacy and Numeracy: Achievement in Reading, Writing, Language Conventions and Numeracy. Sydney: ACARA.
  • ACARA (Australian Curriculum, Assessment and Reporting Authority). 2010. National Assessment Program –literacy and Numeracy 2010: Writing Narrative Marking Guide. Sydney: ACARA.
  • ACARA (Australian Curriculum, Assessment and Reporting Authority). 2012. National Assessment Program –literacy and Numeracy 2012: Persuasive Writing Marking Guide. Sydney: ACARA.
  • Andrade, H. 2010. “Student as the Definite Source of Formative Assessment: Academic Self-assessment and the Self-regulation of Learning.” In Handbook of Formative Assessment, edited by J. H. J. Andrade and G. J. Cizek, 90–105. New York: Routledge.
  • Andrade, H., and A. Valtcheva. 2009. “Promoting Learning and Achievement through Self-Assessment.” Theory into Practice 48 (1): 12–19. doi:10.1080/00405840802577544.
  • Andrade, H. L., and S. M. Brookhart. 2016a. “The Role of Classroom Assessment in Supporting Self-Regulated Learning.” In Assessment for Learning: Meeting the Challenge of Implementation, edited by D. Laveault and L. Allal, 293–309. London: Springer.
  • Andrade, H. L. 2019. “A Critical Review of Research on Student Self-Assessment.” Frontiers in Education 4: 87. doi:10.3389/feduc.2019.00087.
  • Andrade, H. L., and S. M. Brookhart. 2016b. “Classroom Assessment as the Co-regulation of Learning.” Assessment in Education: Principles, Policy and Practice 1–23. doi:10.1080/0969594X.2019.1571992.
  • Bandura, A. 1986. Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, N.J.: Prentice-Hall.
  • Bandura, A. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164–180. doi:10.2307/40212163.
  • Bennett, R. E. 2011. “Formative Assessment: A Critical Review.” Assessment in Education: Principles, Policy & Practice 18 (1): 5–25. doi:10.1080/0969594x.2010.513678.
  • Black, P., and D. Wiliam. 2009. “Developing the Theory of Formative Assessment.” Educational Assessment, Evaluation and Accountability (Formerly: Journal of Personnel Evaluation in Education) 21 (1): 5. doi:10.1007/s11092-008-9068-5.
  • Breen, L. J. 2007. “The Researcher ‘In the Middle’: Negotiating the Insider/outsider Dichotomy.” The Australian Community Psychologist 19 (1): 163–174.
  • Brown, G. T. L., and L. R. Harris. 2014. “The Future of Self-assessment in Classroom Practice: Reframing Self-assessment as a Core Competency.” Frontline Learning Research 2 (1): 22–30. doi:10.14786/flr.v2i1.24.
  • Burton, D., and S. Bartlett. 2005. Practitioner Research for Teachers. London. SAGE Publications.
  • Chen, P. P., and P. D. Rossi. 2013. “Utilizing Calibration Accuracy Information with Adolescents to Improve Academic Learning and Performance.” In Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman, edited by H. Bembenutty, J. C. Timothy, and A. Kitsantas, 263–297. Charlotte, USA: Information Age Publishing.
  • Cleary, T. J., and S. Labuhn. 2013. “Application of Cyclical Self-Regulation Interventions in Science-Based Contexts.” In Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute to Barry J. Zimmerman, edited by H. Bembenutty, J. C. Timothy, and A. Kitsantas, 89–124. Charlotte, USA: Information Age Publishing.
  • Cochran-Smith, M., M. Baker, S. Burton, W.-C. Chang, C. M. Molly Cummings, B. Fernández, E. S. Keefe, A. F. Miller, and J. G. Sánchez. 2017. “The Accountability Era in US Teacher Education: Looking Back, Looking Forward.” European Journal of Teacher Education 40 (5): 572–588. doi:10.1080/02619768.2017.1385061.
  • Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, California; London; New Delhi; Singapore: Sage.
  • Dann, R. 2002. Promoting Assessment as Learning. London: RoutledgeFalmer.
  • Davidson, C. R. 2009. “Transcription: Imperatives for Qualitative Research.” International Journal of Qualitative Methods 8 (2): 35–52. doi:10.1177/160940690900800206.
  • Dwyer, S. C., and J. L. Buckle. 2009. “The Space Between: On Being an Insider-Outsider in Qualitative Research.” International Journal of Qualitative Methods 8 (1): 54–63. doi:10.1177/160940690900800105.
  • Earl, L. M. 2003. Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks; London; New Delhi: Corwin Press.
  • Fletcher, A., and G. Shaw. 2011. “How Voice-recognition Software Presents a Useful Transcription Tool for Qualitative and Mixed Methods Researchers.” International Journal of Multiple Research Approaches 5 (2): 200–206. doi:10.5172/mra.2011.5.2.200.
  • Fletcher, A. K. 2016. “Exceeding Expectations: Scaffolding Agentic Engagement through Assessment as Learning.” Educational Research 58 (4): 400–419. doi:10.1080/00131881.2016.1235909.
  • Fletcher, A. K. 2018a. “Classroom Assessment as A Reciprocal Practice to Develop Students’ Agency: A Social Cognitive Perspective.” Assessment Matters 12: 34–57. doi:10.18296/am.0032.
  • Fletcher, A. K. 2018b. “Help Seeking: Agentic Learners Initiating Feedback.” Educational Review 70 (4): 389–408. doi:10.1080/00131911.2017.1340871.
  • Fletcher, A. K. 2019. “An Invited Outsider or an Enriched Insider? Challenging Contextual Knowledge as a Critical Friend Researcher.” In Educational Researchers and the Regional University: Agents of Regional-global Transformation, edited by M. Green, S. Plowright, and N. F. Johnson, 75–92. Singapore: Springer.
  • Hadwin, A. F., S. Järvelä, and M. Miller. 2011. “Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning.” In Handbook of Self-Regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 65–84. New York; London: Routledge.
  • Hargreaves, E. 2014. “The Practice of Promoting Primary Pupils’ Autonomy: Examples of Teacher Feedback.” Educational Research 56 (3): 295–309. doi:10.1080/00131881.2014.934554.
  • Harris, L. R., and T. L. B. Gavin. 2018. Using Self-Assessment to Improve Student Learning. Milton Park: Routledge.
  • Hartmeyer, R., M. P. Stevenson, and P. Bentsen. 2016. “Evaluating Design-based Formative Assessment Practices in Outdoor Science Teaching.” Educational Research 58 (4): 420–441. doi:10.1080/00131881.2016.1237857.
  • Johnston, J. 2016. “Australian NAPLAN Testing: In What Ways Is This a ‘Wicked’ Problem?” Improving Schools 20 (1): 18–34. doi:10.1177/1365480216673170.
  • Klenowski, V. 2009. “Public Education Matters: Reclaiming Public Education for the Common Good in a Global Era.” Australian Educational Researcher (Australian Association for Research in Education) 36 (1): 1–25. doi:10.1007/BF03216889.
  • Klenowski, V. 2016. “Questioning the Validity of the Multiple Uses of NAPLAN Data.” In National Testing in Schools: An Australian Assessment, edited by B. Lingard, G. Thomson, and S. Sellar, 44–56. London: Routledge.
  • Klenowski, V., and C. Wyatt-Smith. 2012. “The Impact of High Stakes Testing: The Australian Story.” Assessment in Education: Principles, Policy & Practice 19 (1): 65–79. doi:10.1080/0969594X.2011.592972.
  • Lankshear, C., and M. Knobel. 2004. A Handbook for Teacher Research: From Design to Implementation. Maidenhead, UK: Open University Press.
  • Meusen-Beekman, K. D., D. J.-T. Brinke, and P. A. B. Henny. 2016. “Effects of Formative Assessments to Develop Self-regulation among Sixth Grade Students: Results from a Randomized Controlled Intervention.” Studies in Educational Evaluation 51: 126–136. doi:10.1016/j.stueduc.2016.10.008.
  • NTCF (Northern Territory Curriculum Framework). 2009. NT Curriculum Framework: English. Darwin: NT Government.
  • O’Neill, O. 2013. “Intelligent Accountability in Education.” Oxford Review of Education 39 (1): 4–16. doi:10.1080/03054985.2013.764761.
  • Ozga, J. 2009. “Governing Education through Data in England: From Regulation to Self‐evaluation.” Journal of Education Policy 24 (2): 149–162. doi:10.1080/02680930902733121.
  • Panadero, E., A. Jonsson, and J.-W. Strijbos. 2016. “Scaffolding Self-Regulated Learning through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation.” In Assessment for Learning: Meeting the Challenge of Implementation, edited by D. Laveault and L. Allal, 311–326. New York: Springer.
  • Panadero, E., A. Jonsson, and J. Botella. 2017. “Effects of Self-assessment on Self-regulated Learning and Self-efficacy: Four Meta-analyses.” Educational Research Review 22: 74–98. doi:10.1016/j.edurev.2017.08.004.
  • Panadero, E., and A.-T. Jesús. 2013. “Self-assessment: Theoretical and Practical Connotations. When It Happens, How Is It Acquired and What to Do to Develop It in Our Students.” Electronic Journal of Research in Educational Psychology 11 (2): 551–576. doi:10.14204/ejrep.30.12200.
  • Pintrich, P. R. 2004. “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students.” Educational Psychology Review 16 (4): 4. doi:10.1007/s10648-004-0006-x.
  • Polesel, J., S. Rice, and N. Dulfer. 2014. “The Impact of High-stakes Testing on Curriculum and Pedagogy: a teacher perspective from Australia.” Journal of Education Policy 29 (5): 640–657. doi:10.1080/02680939.2013.865082.
  • Sadler, D. R. 1998. “Formative Assessment: Revisiting the Territory.” Assessment in Education: principles, policy & practice 5 (1): 77–84. doi:10.1080/0969595980050104.
  • Sahlberg, P. 2007. “Education Policies for Raising Student Learning: The Finnish Approach.” Journal of Education Policy 22 (2): 147–171. doi:10.1080/02680930601158919.
  • Swain, K., D. Pendergast, and J. Cumming. 2018. “Student Experiences of NAPLAN: Sharing Insights from Two School Sites.” The Australian Educational Researcher 45 (3): 315–342. doi:10.1007/s13384-017-0256-5.
  • Thompson, G. 2013. “NAPLAN, MySchool and Accountability: Teacher Perceptions of the Effects of Testing.” International Education Journal: comparative perspectives 12 (2): 62–84.
  • Whetton, C. 2009. “A Brief History of A Testing Time: National Curriculum Assessment in England 1989–2008.” Educational Research 51 (2): 137–159. doi:10.1080/00131880902891222.
  • Wigfield, A., S. L. Klauda, and J. Cambria. 2011. “Influences on the Development of Academic Self-Regulatory Processes.” In Handbook of Self-Regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 33–48. New York; London: Routledge.
  • Wigglesworth, G., J. Simpson, and D. Loakes. 2011. “NAPLAN Language Assessments for Indigenous Children in Remote Communities: Issues and Problems.” Australian Review of Applied Linguistics 34 (3): 320–343.
  • Zimmerman, B. J. 2011. “Motivational Sources and Outcomes of Self-regulated Learning and Performance.” In Handbook of Self-regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 49–64. New York; London: Routledge.
  • Zimmerman, B. J., and D. H. Schunk. 2011. “Self-Regulated Learning and Performance: An Introduction and an Overview.” In Handbook of Self-Regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 1–12. New York; London: Routledge.