Effective Enactment of Assessment for Learning and Student Diversity in Australia

Cumming, Jacqueline Joy; Kleij, Fabienne van der

doi:10.1007/978-3-319-39211-0_4

Cited by 23 publications

(4 citation statements)

References 21 publications

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“…There is little research evidence to suggest that inclusive practice has been a serious consideration in AfL (Cumming and Van der Kleij, 2016;Arnold, 2022). Tay and Kee (2019) studied the experiences of students with Autistic Spectrum Disorder (ASD), who can also find it difficult to participate in discussion in the form of interactive feedback loops with their teachers.…”

Section: Success Criteria Practicesmentioning

confidence: 99%

Accessibility in assessment for learning: sharing criteria for success

2023

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Assessment for learning (AfL) practices in secondary schools are intended to help learners understand what expert performances in disciplines look like, and then apply this understanding to their own learning and assessment performances. Common AfL practices such as sharing criteria for success through rubrics and students using them to interrogate exemplars and give feedback rely heavily on the students’ language and attention. Students need to understand and draw on conceptual and collaborative language, and to make connections across several activity stages. Consequently, students with language and/or attentional difficulties and their teachers face a dilemma. On the one hand, AfL practices can provide access to developmentally appropriate curriculum. On the other, AfL practices may present additional barriers to learning. This article identifies some of the barriers students with language and/or attentional difficulties may encounter in common AfL practices, and how teachers adapted sharing of success criteria to design for greater accessibility. Access to learning is conceptualized by referring to Dewey’s principles of continuity and interaction. Interviews with 20 teachers were analyzed to find out how they adapted AfL to be more accessible in an 8 week AfL pedagogical intervention focused on success criteria. Ideas for designing accessible AfL practices from the outset are outlined as teachers realized the role of their language, small steps, visual tools, and regular opportunities for connection and interactions in making it more likely for students to benefit from AfL practices. Given that students with language and/or attentional difficulties represent some of the highest occurrences of disability in student populations, these ideas have immediate relevance for teachers and those who support AfL practices in educational policy and research.

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Section: Success Criteria Practicesmentioning

confidence: 99%

Accessibility in assessment for learning: sharing criteria for success

2023

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“…Instead, advice about AfL pedagogy focuses on teacher strategy implementation, with students remaining the more passive recipients of instruction (Adie et al, 2018). AfL researchers have thus called for more investigation of the experiences of students for varied disciplines, cultures, and educational needs (Charteris & Thomas, 2017; Cumming & Van der Kleij, 2016; Heritage, 2018). Others point out the continued imperative of students, including younger students, actively reporting on their own experiences, rather than having them represented by others (Bourke & MacDonald, 2018).…”

Section: Locating Student Experience In Aflmentioning

confidence: 99%

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Arnold

2022

Review of Education

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Assessment for Learning (AfL) is important in policy and practice in secondary schooling across the globe. It is associated with teacher expertise, student agency, a dialogic classroom climate, and a commitment to the needs of all learners. Research about AfL often includes measuring the efficacy of selected practices or foregrounding the role and experience of teachers. Less prominent is literature examining student experience, which is problematic, given AfL's generally agreed aim of orienting learners as evidence seekers, interpreters, and decision‐makers. This scoping review examined 75 empirical studies published since 2002 that provided evidence of the lived experiences of secondary school students when teachers facilitated AfL pedagogical practices. A conceptualisation of student experience as comprising six interrelated dimensions, ranging from recognition of classroom practices to integration with experiences beyond the classroom, is proposed in the thematic arrangement of results. Findings show student experience as responsive to changes in teacher practice when students are co‐practitioners of AfL and developers of disciplinary expertise. The pedagogic power of students as evaluators is affirmed in evidence that positive student evaluation of the worth or value of a practice is an important precondition for productive student experience. AfL further contributes to a generative experience of learning when it enhances dialogic interactions, with students and teachers as partners in moving learning forward. Inclusive AfL and discipline‐specific AfL practices are evident but under‐represented in the field. The video abstract for this article is available at https://youtu.be/L8HI‐KIskLs.

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“…Respect for students' cultural differences also entails being aware of whether students consider knowledge to be something that belongs to the collective or to the individual. Furthermore, teachers must also be cognisant of classroom activities that conflict with students' culturally based ways of participating (Cumming and van der Kleij 2016), such as a student's preference not to be asked for a personal response or to critique another student's reasoning for fear of being offensive (Civil and Hunter 2015;Hunter et al 2016). Teachers can facilitate migrant students' participation in assessment situations in different ways, such as by implementing diverse assessment and response formats and by adhering to student authority as well as cultural ways of communicating.…”

Section: Culturally Responsive Assessmentmentioning

confidence: 99%

Aiding culturally responsive assessment in schools in a globalising world

et al. 2020

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Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

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Effective Enactment of Assessment for Learning and Student Diversity in Australia

Cited by 23 publications

References 21 publications

Accessibility in assessment for learning: sharing criteria for success

Accessibility in assessment for learning: sharing criteria for success

Prioritising students in Assessment for Learning: A scoping review of research on students' classroom experience

Aiding culturally responsive assessment in schools in a globalising world

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