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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
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Field of Research (FoR) 2008: 130202 Curriculum and Pedagogy Theory and Development
Field of Research (FoR) 2020: 390102 Curriculum and pedagogy theory and development
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
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
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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