Raising the stakes: the challenges for teacher assessment

Klenowski, Val

doi:10.1007/s13384-012-0057-9

Cited by 16 publications

(9 citation statements)

References 17 publications

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“…In today's educational world, measurements of "effectiveness" in schooling and more specifically literacy learning in reading are frequently sought to provide accountability and reassure public perceptions (Connell 2009;Duffy and Hoffman 2002;Kemmis and Grootenboer 2008;Klenowski 2009;Martin, Feebody, and Maton 2008). The often vigorous debate on what are the most effective strategies to improve reading achievement has developed entrenched positions on reading standards and teaching approaches.…”

Section: Introductionmentioning

confidence: 99%

“…Both Connell (2009) and Klenowski (2009), when exploring the Australian educational scenario, reflected on issues of power, with a predominantly mono-cultural curriculum and consequent mono-cultural testing regime. Validity and fairness need to be fundamental in developing "culture fair" assessment (Klenowski 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Validity and fairness need to be fundamental in developing "culture fair" assessment (Klenowski 2009). Without these fundamental factors in place, measuring what is perceived as "effective" may merely maintain the status quo.…”

Section: Introductionmentioning

confidence: 99%

“…Assessment and deciding on what measures "effectiveness" should address the needs of students. It should emerge from understanding and acknowledging the students' particular sociocultural and language backgrounds (Klenowski 2009).…”

Section: Introductionmentioning

confidence: 99%

“…However, sound pedagogical practice in reading (and learning in general) is to assess, monitor and identify the individual student's needs and personal background and use that data to provide contextualised learning opportunities to build and develop understandings (see, for example, Kemmis and Grootenboer 2008;Klenowski 2009;New Zealand Ministry of Education 2006;Pressley 2002;Ruddell 2004;Taylor et al 2000). As Taylor et al (2005), Ruddell (2004) and Slavin (2010) have advocated, research-based practices should inform and guide effective practices in reading and inform policy.…”

Section: Introductionmentioning

confidence: 99%

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A review of “effective” reading literacy practices for young adolescent 11 to 13 year old students

Fletcher

2013

Educational Review

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This research article explores what exactly "effective" reading literacy practices are for 11 to 13 year old students and examines discourses surrounding what is meant by "effective" practices in literacy education. It discusses the issues surrounding what in today's educational world, measurements of "effectiveness" in schooling and more specifically literacy learning are and how they are frequently sought to provide accountability and reassure public perceptions.The article argues that although the understandings and debate around measuring "effectiveness" continues, sound pedagogical practice in reading (and learning in general) is to assess, monitor and identify the individual student's needs and use that data to provide learning opportunities to build and develop understandings. The article explores research investigations on effective schools where teachers have been nominated as effective practitioners in literacy teaching. It examines studies of schools that were undergoing school reform/professional development to improve literacy teaching. IntroductionYoung adolescent students are at a critical age in their schooling. Effective reading literacy practices can better support their learning and help set them up for future success. This article sought to explore what research had to say about effective reading literacy practices for our young adolescent literacy learners. Specific research investigations exploring "effective" reading programmes for 11 to 13 yearold students that were viewed from multiple lenses of stakeholders, particularly including parents and students, proved to be difficult to uncover. Because of the dearth of research in this specific area, to help build on prior knowledge, contemporary studies surrounding the topic of this investigation were explored. Many of the findings from these studies related to what can occur throughout different school levels and from a more limited range of perspectives. The spotlight of this review of literature on 11 to 13 year-old students was in line with Pressley and WhartonMcDonald's (2006) and Freebody's (2009) call for more specific research focused on students' reading in these later years in order to build our knowledge base.In order to frame the review of research literature question, this article begins with a discussion of what exactly "effective" is and can mean to different

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%