Teachers using annotations to engage students in assessment conversations : Recontextualising knowledge

Journal article


Willis, Jill and Adie, Lenore. (2014). Teachers using annotations to engage students in assessment conversations : Recontextualising knowledge. Curriculum Journal. 25(4), pp. 495 - 515. https://doi.org/10.1080/09585176.2014.968599
AuthorsWillis, Jill and Adie, Lenore
Abstract

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.

Year2014
JournalCurriculum Journal
Journal citation25 (4), pp. 495 - 515
ISSN0958-5176
Digital Object Identifier (DOI)https://doi.org/10.1080/09585176.2014.968599
Page range495 - 515
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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https://acuresearchbank.acu.edu.au/item/8q869/teachers-using-annotations-to-engage-students-in-assessment-conversations-recontextualising-knowledge

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