NDLI: High stakes assessment, teachers and children

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High stakes assessment, teachers and children

Content Provider	Scilit
Copyright Year	2015
Description	This chapter looks at a case of teacher decision-making and how it is influenced by politics and policy. The case is embedded in early literacy teaching and contrasts policy approaches that empower the teacher to make strong links between theory and practice. The chapter suggests that professional autonomy is underpinned by both effective initial teacher preparation and continuing professional learning that include explicit discussion of interactions between student, syllabus, curriculum and policy. It explores ways of theorising and understanding these tensions and suggests ways that professional learning can help overcome feelings of helplessness and re-engage teachers with decision-making founded on knowledge, skills and assessment evidence. The effect of lack of professional autonomy can be identified in policies that aim to improve educational standards through control: telling teachers what to teach, when to teach it, and how to teach it. However, people will argue that achieving positive outcomes is driven by developments in pedagogy not through accountability measures. Book Name: Exploring Education and Childhood
Related Links	https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315715827-13&type=chapterpdf
Ending Page	94
Page Count	12
Starting Page	83
DOI	10.4324/9781315715827-13
Language	English
Publisher	Informa UK Limited
Publisher Date	2015-06-05
Access Restriction	Open
Subject Keyword	Book Name: Exploring Education and Childhood Education Research Decision Making Children Teacher Autonomy Professional Learning Policy
Content Type	Text
Resource Type	Chapter

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