Australia's National Assessment Programme Rubrics: An Impetus for Self-Assessment?

Autor/in	Fletcher, Anna
Titel	Australia's National Assessment Programme Rubrics: An Impetus for Self-Assessment?
Quelle	In: Educational Research, 63 (2021) 1, S.43-64 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fletcher, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2020.1850207
Schlagwörter	Foreign Countries; Educational Assessment; National Programs; Scoring Rubrics; Elementary School Students; Elementary School Teachers; Grade 2; Grade 4; Grade 6; Self Evaluation (Individuals); Formative Evaluation; Learning Strategies; Writing Skills; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; nicht übertragen; Scoring formulas; Auswertungsbogen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Writing skill; Schreibfertigkeit; Australien
Abstract	Background: On an annual basis, students across Australia in Years 3, 5, 7 and 9 are assessed on their literacy and numeracy skills via the National Assessment Program -- Literacy and Numeracy (NAPLAN), with the student performance data used for purposes including national accountability. Purpose: Against this backdrop of large-scale national assessment, this practitioner-research case study explored the possibilities of using existing NAPLAN writing assessment rubrics as a basis for formative assessment purposes. Specifically, the aim was to galvanise and encourage a culture of self-assessment within one school, using the notion of intelligent accountability. Sample: Participants included seven teachers and 126 students in Years 2, 4 and 6 (students aged approximately 7, 9 and 11 years), at an independent school in Northern Territory, Australia. Design and methods: The data presented here derive from a larger study which aimed to explore ways in which assessment can be used to scaffold students' ability to self-regulate their learning, as part of a classroom writing project. Data sources included planning templates, writing samples, interviews with students and teachers, and email correspondence with teachers. The data were analysed for emerging themes and interpreted within a framework of social cognitive theory. Findings: The analysis identified that students used the self-assessment process to set specific learning goals for developing a number of aspects of their writing. In terms of intelligent accountability, three elements of difference were distinguished: time, confidence and experience. Conclusions: The findings from this study highlight the crucial role of self-assessment within classroom practice. The researcher-practitioner self-assessment framework developed suggests the potential for utilising large-scale assessment rubrics as a basis for formative assessment activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01