- Title
- Australia’s National Assessment Programme rubrics : an impetus for self-assessment?
- Creator
- Fletcher, Anna
- Date
- 2021
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/184383
- Identifier
- vital:16471
- Identifier
-
https://doi.org/10.1080/00131881.2020.1850207
- Identifier
- ISBN:0013-1881 (ISSN)
- 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. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
- Publisher
- Routledge
- Relation
- Educational Research Vol. 63, no. 1 (2021), p. 43-64
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- https://creativecommons.org/licenses/by-nc-nd/4.0/
- Rights
- Copyright © 2020 The Author(s)
- Rights
- Open Access
- Subject
- 39 Education; Assessment as learning; Formative assessment; Intelligent accountability; NAPLAN; Self-assessment; Self-regulated learning
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