A cross country analysis of social justice in assessment

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dc.contributor.authorPoskitt JM
dc.contributor.authorAdie L
dc.contributor.authorHayward L
dc.coverage.spatialHotel Realm, Canberra
dc.date.available2017-11-27
dc.date.finish-date2018-05-31
dc.date.issued2017-11-27
dc.date.start-date2017-11-27
dc.description.abstractSocial justice is an international concern and evident in education and assessment policies, but is less evident in the enactment of reporting policy and practices. We explore these ruptures in assessment policy through analysis of the assessment documents of three countries, Australia, New Zealand and Scotland. Specifically, we address the social and cultural assumptions that limit opportunities for student and parent voice in reporting processes. Robinson and Taylor’s (2007) four core values of student voice form the conceptual framework. In order to better align assessment, reporting and social justice practices, we draw on notions of spirit and letter of assessment, feedback to create dialogic spaces, and the relationship between formative and summative assessment. Lundy’s (2007) conceptualisation of voice is used to propose ways forward to create a more socially just reporting system. To transform reporting practices, we recommend reconceptualising reporting as communicating, and assessment as progressing learning.
dc.description.confidentialfalse
dc.identifier.citation2017
dc.identifier.elements-id407878
dc.identifier.harvestedMassey_Dark
dc.sourceAustralian Association of Researchers in Education
dc.subjectassessment policy
dc.subjectsocial justice
dc.subjectreporting
dc.subjectstudent voice
dc.subjectparents
dc.titleA cross country analysis of social justice in assessment
dc.typeconference
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/PVC's Office - College Humanities and Social Services
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