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From profiles to rich tasks : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices

Moss, Julianne and Godinho, Sally 2005, From profiles to rich tasks : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices, in BERA 2005 : British Educational Research Association Annual Conference, BERA, [Glamorgan, Wales], pp. 1-15.

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Title From profiles to rich tasks : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices
Author(s) Moss, Julianne
Godinho, Sally
Conference name British Educational Research Association. Conference (2005 : Glamorgan, Wales)
Conference location Glamorgan, Wales
Conference dates 14-17 Sep. 2005
Title of proceedings BERA 2005 : British Educational Research Association Annual Conference
Editor(s) [Unknown]
Publication date 2005
Conference series British Educational Research Association Conference
Start page 1
End page 15
Publisher BERA
Place of publication [Glamorgan, Wales]
Summary Outcome based education that has dominated Australian education in the 1990s is under review in the early years of the twenty first century. The available historical 'texts' produced during the first half of the 1990s, which include the national Statements and Profiles, and the state Curriculum and Standards Frameworks, provide us with documents that we can engage with not simply for 'history's sake', but with an opportunity to, in the words of the feminist author Dorothy Smith, 'displace[s] the analysis from the text as originating in writer or thinker, to the discourse itself as an ongoing intertextual process' bringing into view the social relations in which texts are embedded and which they organise' (1990, p. 161-2). Most Australian states and territories have now commenced significant situated, local curriculum renewal and reform. This renewed interest in curriculum offers insights into the character of recent assessment practices in Australia, recognising the tensions inherent in assessment practices and authentic assessment models. This paper explores, by way of an overview of the broad curriculum and assessment practices adopted in Australia over the past twenty-five years, the situated nature of 'authenticity' in the context of curriculum and assessment practices and how as teacher educators we are responding through our everyday work.
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2005, BERA
Persistent URL http://hdl.handle.net/10536/DRO/DU:30034076

Document type: Conference Paper
Collections: School of Education
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