Abstract
This chapter draws on empirical evidence to explore the purposes and the approaches to classroom assessment used by some Australian primary and secondary teachers. Insights into how teachers learn in the development of classroom assessment for formative and summative purposes, and the strategies they employ to address student learning needs, are described and critically analyzed. The importance of teacher agency when learning about classroom assessment to enhance validity, consistency, and equity is addressed.
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Willis, J., Klenowski, V. (2018). Classroom Assessment Practices and Teacher Learning: An Australian Perspective. In: Jiang, H., Hill, M. (eds) Teacher Learning with Classroom Assessment. Springer, Singapore. https://doi.org/10.1007/978-981-10-9053-0_2
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DOI: https://doi.org/10.1007/978-981-10-9053-0_2
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