Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26303
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dc.contributor.authorCharteris, Jenniferen
dc.contributor.authorSmardon, Dianneen
dc.date.accessioned2019-02-11T05:15:09Z-
dc.date.available2019-02-11T05:15:09Z-
dc.identifier.citationTeaching Education, p. 1-18en
dc.identifier.issn1047-6210en
dc.identifier.issn1470-1286en
dc.identifier.urihttps://hdl.handle.net/1959.11/26303-
dc.description.abstractSchooling territories are bounded spaces where policies, bodies, practices, and discourses meet and collide. It is well documented in assessment literature that students who are active decisionmakers understand their learning processes and have the necessary wherewithal to access support across schooling spaces. These spaces are co-produced through interrelationships, where youth participation is associated with power, voice, democratic citizenship, legal entitlement, empowerment, motivation and self-confidence. Recognising the growing pedagogical emphasis on locating students as responsible for their own learning, we consider how assessment practices constitute enabling and constraining schooling territories. Assessment for learning (AfL) can be linked with emancipatory practices in schooling territories where learner agency is co-produced through socio-material classroom relations. We use principal comments to map a range of interrelated schooling territories as a relational cartography of spatialised practices and student participation in AfL. Mostly, these territories are teacher imagined and defined, constructed through schooling and policy frameworks, and determined through the use of student achievement and student voice data. These conceptualised schooling spaces are interrogated to consider the positionality of students within AfL-related territories. While choice and participation may seem emancipatory, we reveal that AfL practices can serve a rarely acknowledged process of affirming territorial power.en
dc.languageenen
dc.publisherRoutledgeen
dc.relation.ispartofTeaching Educationen
dc.titleAssessment and student participation: 'choice and voice' in school principal accounts of schooling territoriesen
dc.typeJournal Articleen
dc.identifier.doi10.1080/10476210.2018.1462311en
dcterms.accessRightsUNE Greenen
dc.subject.keywordsCurriculum and Pedagogy Theory and Developmenten
local.contributor.firstnameJenniferen
local.contributor.firstnameDianneen
local.subject.for2008130202 Curriculum and Pedagogy Theory and Developmenten
local.subject.seo2008930102 Learner and Learning Processesen
local.subject.seo2008930101 Learner and Learning Achievementen
local.profile.schoolSchool of Education - Learning and Teachingen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20180416-164339en
local.publisher.placeUnited Kingdomen
local.format.startpage1en
local.format.endpage18en
local.peerreviewedYesen
local.title.subtitle'choice and voice' in school principal accounts of schooling territoriesen
local.access.fulltextYesen
local.contributor.lastnameCharterisen
local.contributor.lastnameSmardonen
dc.identifier.staffune-id:jcharte5en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:-20180416-164339en
local.identifier.unepublicationidune:-20180416-164339en
local.date.onlineversion2018-04-15-
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleAssessment and student participationen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
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