A systems-level approach to building sustainable assessment cultures: Moderation, quality task design and dependability of judgement

11Citations
Citations of this article
31Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

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.

Cite

CITATION STYLE

APA

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

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free