The links on this page will take you to some further reading from the research team. If you would like to build on this learning with a recognised formal qualification, there is information about the Master of Education degree at Queensland University of Technology at the bottom of this page.
Further relevant readings by the research team
Adie, Lenore & Willis, Jill (2016) Making meaning of assessment policy in Australia through teacher assessment conversations. In Laveault, D. & Allal, L. (Eds.) Assessment for Learning: Meeting the Challenge of Implementation. Springer International Publishing, Switzerland, pp. 35-53.
Adie, Lenore & Willis, Jill (2014) Using annotations to inform an understanding of achievement standards. Assessment Matters, 6, pp. 112-136.
Bulfin, Scott & McGraw, Kelli (2015) Digital literacy in theory, policy and practice: Old concerns, new opportunities. In Henderson, Michael & Romeo, Geoff (Eds.) Teaching and Digital Technologies: Big Issues and Critical Questions. Cambridge University Press, Cambridge; Port Melbourne, Vic, pp. 266-281.
Graham, L., Tancredi, H., Willis, J., McGraw, K. (2018) Designing out barriers to student access and participation in secondary school assessment. Australian Educational Researcher. 45:1, pp. 103-124. 45: 103. https://doi.org/10.1007/s13384-018-0266-y
Graham, Linda J. (2016) “Schoolwork” and “teachers”: Disaffected boys talk about their problems with school. In Sullivan, Anna, Johnson, Bruce, & Lucas, Bill (Eds.) Challenging Dominant Views on Student Behaviour at School: Answering Back. Springer, Dordrecht, pp. 115-131.
Graham, Linda (2016) Reconceptualising inclusion as participation: Neoliberal buck-passing or strategic by-passing? Discourse, 37(4), pp. 563-581.
Graham, Linda J. (2015) The way schools cope with learning difficulties is doing more harm than good. The Conversation, February(11).
Graham, Linda J., Van Bergen, Penny, & Sweller, Naomi (2015) “To educate you to be smart”: Disaffected students and the purpose of school in the (not so clever) “lucky country”. Journal of Education Policy, 30(2), pp. 237-257.
Galliott, Natal’ya & Graham, Linda J. (2014) A question of agency: Applying Sen’s theory of human capability to the concept of secondary school student career ‘choice’. International Journal of Research & Method in Education, 37(3), pp. 270-284.
Graham, Linda J. & Harwood, Valerie (2011) Developing capabilities for social inclusion: Engaging diversity through inclusive school communities. International Journal of Inclusive Education, 15(1), pp. 135-152.
Klenowski, Valentina & Willis, Jill (2011) Challenging teachers’ assumptions in an era of curriculum and assessment change. Primary and Middle Years Educator, 9(1).
McGraw, K. (2010) Innovation and change in the 1999 HSC English syllabus: Challenges and problems (Unpublished doctoral dissertation). University of Sydney, Sydney.
Willis, Jill & Adie, Lenore (2016) Developing teacher formative assessment practices through professional dialogue: Case studies of practice from Queensland, Australia. In 2016 Annual Meeting of the American Educational Research Association, 8-12 April 2016, Washington, DC.
Willis, Jill & Klenowski, Valentina (2017) Classroom assessment practices and teacher learning: An Australian perspective. In Hill, Mary & Jiang, Heng (Eds.) Classroom Assessment for Teacher Learning: Teachers’ Experiences and Perspectives in the Asia Pacific. Springer International Publishing, Switzerland. (In Press)
Willis, Jill (2015) Learning through feedback loop metaphors. Curriculum Matters, 10(2014), pp. 193-212.
Willis, Jill & Adie, Lenore (2014) Teachers using annotations to engage students in assessment conversations: Recontextualising knowledge. The Curriculum Journal, 25(4), pp. 495-515.
Willis, Jill & Cowie, Bronwen (2014) Assessment as a generative dance: Connecting teaching, learning and curriculum. In Wyatt-Smith, Claire, Klenowski, Valentina, & Colbert, Peta (Eds.) Designing Assessment for Quality Learning. Springer Netherlands, pp. 23-37.
Willis, Jill, Adie, Lenore E., & Klenowski, Valentina (2013) Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. Australian Educational Researcher, 40(2), pp. 1-16.
Willis, Jill, Davis, Kate, & Chaplin, Sally (2013) Sociocultural affordances of online peer engagement. Journal of Learning Design, 16(1), pp. 34-45.
Willis, Jill & Adie, Lenore E. (2013) Negotiating the meaning of achievement standards in the Australian curriculum. Curriculum Perspectives, 33(1), pp. 52-62.
Willis, Jill (2011) Affiliation, autonomy and assessment for learning. Assessment in Education: Principles, Policy & Practice, 18(4), pp. 399-415.
Willis, Jill (2011) Towards learner autonomy: An assessment for learning approach. PhD thesis, Queensland University of Technology.
Willis, Jill (2010) Assessment for learning as a participative pedagogy. Assessment Matters, 2, pp. 65-84.
Willis, Jill (2009) Building bridges to participation: Sociocultural case studies of AfL. In International Association for Educational Assessment 35th Annual Conference, 13-18 September 2009, Sofitel Hotel, Brisbane, QLD. (Unpublished)
Willis, Jill (2009) Assessment for learning: A sociocultural approach. In Jeffery, Peter (Ed.) Proceedings of : Changing climates: Education for sustainable futures, Australian Association for Research in Education (AARE), Australia, Queensland, Kelvin Grove .
Willis, Jill (2007) Assessment for learning: Why the theory needs the practice. International Journal of Pedagogies and Learning, 3(2), pp. 52-59.
Some additional sites and sources of assessment ideas
Formative and summative assessment designs are integral to the enhancement of student agency. In their statement about indicators of quality in next generation assessments Darling-Hammond, Herman, Pellegrino and others (2013) recommend that at least two-thirds of an assessment task would focus on evaluating conceptual knowledge and application, and a third to a half evaluating higher order skills. These skills would be evaluated within tasks that are authentic applications involving collaboration, use of technology, experimentation and evaluation.
The Gordon Commission on the future of assessment in education (http://www.gordoncommission.org/) has also convincingly outlined how we need to think differently about the relationship between learning and assessment.
Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing Evaluative Judgement in Higher Education: Assessment for knowing and producing quality work. London: Routledge.
Study at Queensland University of Technology
If you have enjoyed these ideas, come and join us at QUT for a Master of Education, or a Graduate Certificate of Education. If you have used these processes in your own action research and you would like to find out about how you can build that work into some tertiary qualifications, you can contact Dr Jill Willis firstname.lastname@example.org who is the Course Coordinator for the Masters of Education program at QUT and ask some questions. Find out more at this link