Developing Teacher Formative Assessment Practices Through Professional Dialogue: Case Studies of Practice From Queensland, Australia

• In Event: The Use of Formative Assessment Results to Educate All in Diverse Democracies: Research Results From Four Different Countries

Abstract

Purpose. A new national curriculum and standards-referenced assessment in Australia is enabling teachers to revisit formative assessment as a philosophy of interconnected pedagogic, curriculum and assessment practices through which students make meaning about their learning. This research investigated how teachers made meaning of the new assessment standards for themselves, as a prerequisite for the formative assessment practice of sharing expected standards with students in responsive ways that respect their diversity as learners.

Authors

• Jill Willis, Queensland University of Technology

• Lenore Ellen Adie, Australian Catholic University