This symposium provides an overview of findings from current research that extend our understanding of how assessment can be used to support student learning. A central theme of the three papers is the incorporation of sociocultural theories of learning to address the complex relationship between pedagogy, assessment, judgement practice, the teacher and the students.
Paper 1 presents findings from Assessment for Learning case studies in a North Queensland school that highlight the significance of the teacher-student relationship in creating a supportive culture within which students can negotiate new creative, collaborative learner identities. Assessment for learning practices are school based evaluative practices that occur within the regular flow of teaching and learning. In the process traditional notions of power and control are challenged so that learner agency is enhanced and student learning is improved.
Paper 2 proposes that equity in relation to assessment is more of a sociocultural issue than a technical concern. In exploring ways to address the underperformance of Indigenous students in mathematics achievement the concepts of culturally fair assessment and culturally responsive pedagogy are analysed. This study investigates how teacher awareness of ways to use assessment data formatively and their understanding of the literacy demands of mathematical assessment tasks is fundamental to promoting Indigenous student participation. The importance of the teacher’s knowledge of the Indigenous students’ ways of knowing and being for the achievement of successful teacher-student relationship is also emphasised.
Paper 3 identifies how teachers’ assessment practices may be developed through their participation in online social moderation meetings. The results provide insights into how teachers from diverse locations may be developing a shared meaning and common practices within a standards-based assessment system. The connections that teachers are making between their involvement in these meetings and their classroom practice in relation to improved teaching/learning processes are highlighted.