This article considers the conditions that are necessary at system and local levels for teacher assessment to be valid, reliable and rigorous. With sustainable assessment cultures as a goal, the article examines how education systems can support local-level efforts for quality learning and dependable teacher assessment. This is achieved through discussion of relevant research and consideration of a case study involving an evaluation of a cross-sectoral approach to promoting confidence in school-based assessment in Queensland, Australia. Building on the reported case study, essential characteristics for developing sustainable assessment cultures are presented, including: leadership in learning; alignment of curriculum, pedagogy and assessment; the design of quality assessment tasks and accompanying standards; and evidence-based judgement and moderation. Taken together, these elements constitute a new framework for building assessment capabilities and promoting quality assurance.
CITATION STYLE
Colbert, P., Wyatt-Smith, C., & Klenowski, V. (2012). A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement. Policy Futures in Education, 10(4), 386–401. https://doi.org/10.2304/pfie.2012.10.4.386
Mendeley helps you to discover research relevant for your work.