Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/17879
Title: | Learner Agency and Assessment for Learning in a Regional New Zealand High School | Contributor(s): | Charteris, Jennifer (author) | Publication Date: | 2015 | Handle Link: | https://hdl.handle.net/1959.11/17879 | Abstract: | Assessment for Learning (AfL) pedagogies can have a significant impact on student learning and achievement. This paper reports on data from a study of four teachers and 48 student participants within a regional high school. An inquiry approach to teacher professional learning is explored through an AfL lens, in particular, how teacher feedback for professional learning can be nuanced and dialogic. The research draws from one reflective dialogue interview where a teacher explores student voice data to consider her learners' perceptions of how they learn and of the classroom learning practices of feedback, feedforward and self-assessment. The paper addresses learner agency as an important aspect of curriculum implementation for teachers and assessment for learning for students. | Publication Type: | Journal Article | Source of Publication: | Australian and International Journal of Rural Education, 25(2), p. 2-13 | Publisher: | Society for the Provision of Education in Rural Australia (SPERA) | Place of Publication: | Australia | ISSN: | 1839-7387 | Fields of Research (FoR) 2008: | 130202 Curriculum and Pedagogy Theory and Development | Fields of Research (FoR) 2020: | 390102 Curriculum and pedagogy theory and development | Socio-Economic Objective (SEO) 2008: | 930301 Assessment and Evaluation of Curriculum 930201 Pedagogy 930302 Syllabus and Curriculum Development |
Socio-Economic Objective (SEO) 2020: | 160301 Assessment, development and evaluation of curriculum 160302 Pedagogy |
Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
---|---|
Appears in Collections: | Journal Article School of Education |
Files in This Item:
File | Description | Size | Format |
---|
Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.