Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26502
Title: 'Nobody is Watching but Everything I do is Measured': Teacher Accountability, Learner Agency and the Crisis of Control.
Contributor(s): Dargusch, Joanne (author); Charteris, Jennifer  (author)orcid 
Publication Date: 2018
Open Access: Yes
DOI: 10.14221/ajte.v43.n10.2Open Access Link
Handle Link: https://hdl.handle.net/1959.11/26502
Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
Abstract: It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in-school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.
Publication Type: Journal Article
Source of Publication: Australian Journal of Teacher Education, 43(10), p. 24-40
Publisher: Edith Cowan University
Place of Publication: Australia
ISSN: 1835-517X
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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