TITLE

Challenging teachers' assumptions in an era of curriculum and assessment change

AUTHOR(S)
KLENOWSKI, VAL; WILLIS, JILL
PUB. DATE
April 2011
SOURCE
Primary & Middle Years Educator;Apr2011, Vol. 9 Issue 1, p3
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
The article presents a discussion on common teacher assumptions during the current process of curriculum and assessment change in Australian schools. According to the author, classroom assessment may include structures and underlying values that are similar to tests and in the last 20 years, there has been a significant international shift towards assessment that informs student learning. The author believes that the myth that assessment comes at the end of learning lives on in Australia.
ACCESSION #
63169976

 

Related Articles

  • The Hard Work of Learning and the Challenges of "GOOD" Teaching. SUMARA, DENNIS; DAVIS, BRENT // Education Canada;Fall2010, Vol. 50 Issue 4, p4 

    No abstract available.

  • When Ability Grouping Makes Good Sense. Galagher, James J. // Education Week;10/28/1992, Vol. 12 Issue 8, p24 

    The article comments on the concept of homogenous grouping of students. The author relates that the homogenous grouping of slow-learning children does not appear to be productive, but the homogenous grouping of smart students is a different matter. Attempts to draw from the ability-grouping...

  • GRADE EXPECTATIONS: REDUX. Miley, William M.; Gonsalves, Sonia // College Student Journal;Sep2004, Vol. 38 Issue 3, p327 

    We surveyed undergraduate students taking upper level psychology courses about their course and grade expectations as an extension of the work of Gaultney and Cann (2001) with introductory psychology students. More students believed success in a course was measured by good grades rather than by...

  • Student Comments on Course Ratings: A New Lens.  // Teaching Professor;Apr2007, Vol. 21 Issue 4, p4 

    The article presents some common student comments on three different kinds of courses. Students in quantitative classes argue that problems on the exams are different from those discussed in the class or assigned in homework, while those enrolled in writing-intensive courses comment on the...

  • Grade Retention. David, Jane L. // Educational Leadership;Mar2008, Vol. 65 Issue 6, p83 

    The article focuses on the concept of grade retention in a school system. According to the author, teachers and policymakers have debated on the issue whether struggling students benefit more from repeating a grade or from moving ahead with their same age peers. Under the issue, retention...

  • How Healthy is Your Syllabus? Rozema, Jay S. // TD&T: Theatre Design & Technology;Winter2007, Vol. 43 Issue 1, p16 

    The author offers tips for teachers on improving their syllabus. He stresses the importance of having a healthy syllabus when developing the learning environment in the classroom or laboratory. Some of the important parts of the syllabus include course and instructor information, objectives of...

  • MASTERY WITH MEANING: ACCESS TO MATHEMATICS ONLINE. Kennedy, Paul; Ellis, Wade; Benoit, Steven // Mathematics & Computer Education;Spring2007, Vol. 41 Issue 2, p118 

    The article focuses on the use of online instruction systems for mathematics. Online platforms have been shown to alleviate students' deficiencies and improve mathematics skills. It explains that online systems can be divided into two general categories which include the carriers of instruction...

  • Mastery-based Learning Design for the Advertising Skills Course. Wagner, Elaine L.; Smith, Andrea T. // Journalism Educator;Spring91, Vol. 46 Issue 1, p32 

    The article discusses mastery-based learning design for the advertising skills courses. Mastery-based learning is rooted in the notion that "most students can attain a high level of learning capability if instruction is approached sensitively and systematically, if students are helped when and...

  • COLLEGE STUDENTS' STUDY TIME: COURSE LEVEL, TIME OF SEMESTER, AND GRADE EARNED. Landrum, R. Eric; Turrisi, Rob; Brandel, Jessica M. // Psychological Reports;Jun2006, Vol. 98 Issue 3, p675 

    The association of total study time, number of events, time per event ratio, study strategies, and course grades across the semester were examined by linking students' study logs to course performance. There were 37 upper-division and 109 lower-division participants. Students earning As and Bs...

Share

Other Topics