Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20001
Title: Uncovering 'unwelcome truths' through student voice: teacher inquiry into agency and student assessment literacy
Contributor(s): Charteris, Jennifer  (author)orcid ; Thomas, Eryn (author)orcid 
Publication Date: 2017
Open Access: No
DOI: 10.1080/10476210.2016.1229291
Handle Link: https://hdl.handle.net/1959.11/20001
Abstract: Learner agency is often seen unproblematically as an integral aspect of 'twenty-first century lifelong learning'. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher's inquiry into assessment for learning practices. This article illustrates how Teaching as Inquiry can be located as either a process that is purely technicist or replete with potential for teachers to engage with 'unwelcome truths'. Student voice data that reveal 'unwelcome truths' can provide a catalyst for teacher reflection on student positioning in learning relationships. Findings focus on practices of assessment for learning, assessment literacy, agency as a neoliberal construction and the need to interrogate power relations in the classroom for student agency to flourish. Issues around student voice and the democratic participation of students in schooling improvement are discussed. Teaching as Inquiry, that explicitly targets wider non-instrumental goals associated with teacher learning, can be a critical process that addresses the growth of assessment literacy and learner agency in classrooms. It can transcend a linear obsession with easily measured quantifiable shifts in student achievement data.
Publication Type: Journal Article
Source of Publication: Teaching Education, 28(2), p. 162-177
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1470-1286
1047-6210
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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