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Spokes-characters as memory and learning devices

Pearson Australia
Publication Date
  • Education


This is the author’s version of a work that was submitted/accepted for pub- lication in the following source: Klenowski, Valentina & Willis, Jill (2011) Challenging teachers’ assump- tions in an era of curriculum and assessment change. Primary and Middle Years Educator, 9(1). This file was downloaded from: c© Copyright 2011 the authors. Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document. For a definitive version of this work, please refer to the published source: 1 Challenging teachers’ assumptions in an era of curriculum and assessment change Professor Val Klenowski from Queensland University of Technology and Jill Willis, a former school curriculum leader and PhD researcher in assessment for learning, raise some important assessment and learning related issues in the following conversation. Jill asks some pertinent questions in relation to common teacher assumptions during this time of national curriculum and assessment reform. Significant responsibility has been given to schools and sectors to interpret and plan for assessment within the Australian Curriculum. As schools take this opportunity to review and renew their school curriculum, it is important for teachers and school leaders to take the time to work out whether there are any assessment myths lurking in the conversations or assumptions that need to be challenged. Outdated myths or cultural narratives of learning can limit our thinking and student learning, without us being aware of it. Assessment in schools has undergone significant changes in the last twenty years yet many teachers in their teacher education courses did not learn about the important relationship between curriculum and assessment or take courses in assessment. Consequently, some teachers’ assumptions and understandings may not have kept pace with important developments in assessment and learning theory. One

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