Joy Cumming

TL;DR: In this article, an expanded conceptualisation of teachers' assessment work is presented, and a systematic review of self-report scales on teacher assessment literacy and teacher identity related to assessment is presented.

TL;DR: In this paper, a meta-review investigates the evolution and reconceptualization of the student role in feedback research reviews published since 1969 and identifies four student role categories: no student role (transmission model), limited student role, information processing model, some student role and substantial student role.

TL;DR: In this article, the authors discuss the equity of processes for inclusion of students with disability in Australian educational accountability testing, including international tests in which many countries participate, and the conclusion drawn is that equitable inclusion of children with disabilities in current Australian accountability testing in not occurring from a social perspective and is not in principle compliant with law.

TL;DR: In this paper, the authors discuss equity of processes for inclusion of students with disability in Australian educational accountability testing, including international tests in which many countries participate, and the conclusion drawn is that equitable inclusion of student with disability is not occurring from a social perspective and is not in principle compliant with law.

TL;DR: Findings from a pilot project that explored the use of video technology as a self-reflection tool for six teachers and six students to capture assessment interactions and give students a voice in feedback conversations suggest that not only is video a powerful tool for teacher reflection on their feedback practices, it can also provide better understanding of the student perspective in Feedback conversations.