Reading the texts of assessment task sheets in two year 8 English classrooms

Moni, Karen, van Kraayenoord, Christina and Baker, Carolyn (2003) Reading the texts of assessment task sheets in two year 8 English classrooms. Language and Education, 17 1: 42-58. doi:10.1080/09500780308666837

Author Moni, Karen
van Kraayenoord, Christina
Baker, Carolyn
Title Reading the texts of assessment task sheets in two year 8 English classrooms
Journal name Language and Education   Check publisher's open access policy
ISSN 0950-0782
Publication date 2003-01-01
DOI 10.1080/09500780308666837
Volume 17
Issue 1
Start page 42
End page 58
Total pages 17
Editor Viv Edwards
Place of publication United Kingdom
Publisher Multilingual Matters
Collection year 2003
Language eng
Subject 330109 Assessment and Evaluation
740200 Secondary Education
130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Abstract Task sheets are written texts generated specifically for assessment purposes in high schools in Queensland, Australia. They attempt to make assessment transparent by explaining the criteria used to assess performance. The criteria and statements of standards describe how a grade is awarded and provide evidence of teacher accountability for assessment. In this paper, task sheets from two Year 8 English classes in two such schools are described and analysed to investigate three questions: (1) What do task sheets reveal about practices and relationships operating in classroom-based literacy assessment?(2)How do task sheets document what counts as literacy and performance in literacy at this level of schooling? (3) Can any task sheet be ‘transparent’ and how much interpretation is required to make sense of it? The analysis was guided by a framework of methods drawn from Fairclough (1992), Gee (1990),and critical linguistic approaches. It found that task sheets are complex texts which communicate dimensions of assessment relating to teachers’ and students’ roles, the purposes of assessment, and criteria for what counts as performance. It is argued that assessment task sheets are themselves documents of the assessment culture, part of the socialisation of students into assessment practices in the classroom.
Q-Index Code C1

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Created: Fri, 21 Dec 2007, 12:30:25 EST by Thelma Whitbourne on behalf of School of Education