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Student knowledge: curriculum, assessment and reporting

Nicholas, Maria 2015, Student knowledge: curriculum, assessment and reporting, Journal of educational enquiry, vol. 14, no. 3, pp. 1-16.

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Title Student knowledge: curriculum, assessment and reporting
Author(s) Nicholas, MariaORCID iD for Nicholas, Maria orcid.org/0000-0001-5979-4288
Journal name Journal of educational enquiry
Volume number 14
Issue number 3
Start page 1
End page 16
Total pages 16
Publisher University of South Australia
Place of publication Adelaide, S. A.
Publication date 2015-11
ISSN 1444-5530
Keyword(s) Teacher judgement
Curriculum
Assessment
Reporting
Summary At a time when national and international high-stakes testing has assumed such prominence, one might begin to wonder about the status of teacher judgement when assessing and reporting on children’s knowledge and skills against the descriptors specified in curriculum standards. Were standardised test results congruent with the judgements that teachers make when reporting on students’ achievement, concern about how one type of judgement might compare with another would perhaps be unwarranted. This article draws on research that has investigated whether standardised assessments in the state of Victoria, Australia are actually comparable with teacher’s judgements about their students’ work to illustrate that discrepancies do exist. These results have been interpreted within an analytical framework that derives from Aristotle’s (350BC/2000) distinction between three types of knowledge, namely epistemic, technical and phronetic knowledge.
Language eng
Field of Research 1303 Specialist Studies In Education
130105 Primary Education (excl Maori)
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, University of South Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30079707

Document type: Journal Article
Collection: School of Education
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