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Curriculum and Assessment

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_ The professional responsibilities of assessment cultural bias in standardised testing Teachers assessing themselves? Why assess students' work at all? Assessing students' work STELLA's statements about assessment The language of outcomes Developing a critical perspective on curriculum and policy The' typical learning' progression Page 10 Page 11 _
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curriculum and assessment

teachers assessing themselves?


Assessing students’ work can also mean English teachers retracing their own growth:

 bullet How did I develop into the writer, reader, speaker or listener I am today?

bulletHow did I develop the skills I possess today?

bulletHow did I go about learning the skills that I am trying to teach?

bulletWhat difficulties did I face when I was a student?

bulletWere they the same difficulties as those which my students appear to be facing?

bulletHow would I feel if my teacher had asked me to do what I’m asking my students to do? 


Many teachers (as well as preservice teachers) use the writing of reflective critical narratives as a crucial part of this retracing their own growth and assessing themselves. See Learning from Experience, for discussion of this and for several samples of writing of this nature.

 

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_ The professional responsibilities of assessment cultural bias in standardised testing Teachers assessing themselves? Why assess students' work at all? Assessing students' work STELLA's statements about assessment The language of outcomes Developing a critical perspective on curriculum and policy The' typical learning' progression Page 10 Page 11 _
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voices
"Bell hooks describes education as ‘a practice of freedom’ (hooks 1994). I want to move away from prescriptive models of writing in order to help students develop their identity, experiment with multiple ‘Englishes’, to expand literacy and cultural understandings, and to foster a love of reading that isn’t always ‘punished’ with a requirement to write an essay."

Madeleine Coulombe
Monash pre-service teacher (2005)

  

 

 
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