Schools are awash with assessment data, but the data are mostly used for reporting, comparing, an... more Schools are awash with assessment data, but the data are mostly used for reporting, comparing, and competing, and this has driven a 'teach to the test' dynamic. The governing by numbers in the performativity culture of neoliberal education has rendered professional skills and judgements unreliable and disabled innovation in assessment. As assessment drives teaching and learning, this accountability discourse is impacting learning. The learner has been dislodged from the center of the learning relationship. This review interrogates literature that puts learners back in the center of that relationship and examines how educators can develop an assessment culture that enriches learning. The literature reviewed presents and discusses how emerging assessment approaches that use digital technologies, such as Common Ground Scholar, are challenging long-held conceptions of assessment. The literature reviewed is aspirational, recognizing the new tools inspired by digital learning may shake off the shackles of 20th century education and herald a new age transforming assessment.
Mentoring is ubiquitous in schools but when educative mentoring is embedded in a culture, it can ... more Mentoring is ubiquitous in schools but when educative mentoring is embedded in a culture, it can set in train a transformational agenda in a synergistic model. Multiple ventures at critical junctures build momentum and understanding and in this model for mentoring a school, a culture of inquiry that invites cognitive conflict, recognises strength comes from diversity and multiple perspectives. The schoolwide pedagogy draws individuals into a shared articulation of values and beliefs privileged in the school teaching and learning while the Gifts program celebrates the unique pedagogy of individuals. They work in concert to develop a synergy between organisational and individual pedagogies through reflexive practice in a culture of inquiry. It is an educative mentoring model that transforms through reframing, in a community of practice (CoP) valuing each other and the students they serve.
Schools are awash with assessment data, but the data are mostly used for reporting, comparing, an... more Schools are awash with assessment data, but the data are mostly used for reporting, comparing, and competing, and this has driven a 'teach to the test' dynamic. The governing by numbers in the performativity culture of neoliberal education has rendered professional skills and judgements unreliable and disabled innovation in assessment. As assessment drives teaching and learning, this accountability discourse is impacting learning. The learner has been dislodged from the center of the learning relationship. This review interrogates literature that puts learners back in the center of that relationship and examines how educators can develop an assessment culture that enriches learning. The literature reviewed presents and discusses how emerging assessment approaches that use digital technologies, such as Common Ground Scholar, are challenging long-held conceptions of assessment. The literature reviewed is aspirational, recognizing the new tools inspired by digital learning may shake off the shackles of 20th century education and herald a new age transforming assessment.
Mentoring is ubiquitous in schools but when educative mentoring is embedded in a culture, it can ... more Mentoring is ubiquitous in schools but when educative mentoring is embedded in a culture, it can set in train a transformational agenda in a synergistic model. Multiple ventures at critical junctures build momentum and understanding and in this model for mentoring a school, a culture of inquiry that invites cognitive conflict, recognises strength comes from diversity and multiple perspectives. The schoolwide pedagogy draws individuals into a shared articulation of values and beliefs privileged in the school teaching and learning while the Gifts program celebrates the unique pedagogy of individuals. They work in concert to develop a synergy between organisational and individual pedagogies through reflexive practice in a culture of inquiry. It is an educative mentoring model that transforms through reframing, in a community of practice (CoP) valuing each other and the students they serve.
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Papers by Wendy Mockler