Pub Date : 2018-12-07DOI: 10.4324/9780429429620-24
J. Andrews, Chris Munro
{"title":"Coaching for agency","authors":"J. Andrews, Chris Munro","doi":"10.4324/9780429429620-24","DOIUrl":"https://doi.org/10.4324/9780429429620-24","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114189192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
‘Flipping the system’ must broaden the ways that expertise is put to work in education policy and practice. Over the past few decades, system-wide assessment has become a dominant tool that governments and education authorities use to influence student, teacher, classroom and school priorities. The rise of International Large Scale Assessments (ILSAs), and their subsequent rankings, administered in national and sub-national contexts has changed the ways that the work of teachers and schools is represented and understood yet the voice of educators in interpreting these results is often missing. One problem is that the technical expertise used to create these assessments makes them very difficult to properly interpret for those without specialist knowledge and skills. Essentially, ILSA development takes place in ‘black boxes’. This ‘black boxing’ is a problem because the processes through which data are collected are directly linked to the question of how data should be validly interpreted. Given schools are required to use data to inform their practice, they may not have the expertise to do this effectively. This is the problem of displacement: expertise associated with ILSAs is displaced from the sites at which decisions are being made. The question is: What might be done? In this paper we propose that organisations that design, administer and analyse ILSAs, the education ministers and governments that pay for the tests, and the school systems that use them need to prioritise strategies for solving the problem of displacement. In this chapter we offer some simple strategies for addressing the problem of displacement by asking educators to engage in a validity conversation concerning the interpretation and use of ILSAs and their use by the policy community to measure quality educational systems.
{"title":"Flipping large-scale assessments","authors":"G. Thompson, David Rutkowski, S. Sellar","doi":"10.4324/9780429429620-9","DOIUrl":"https://doi.org/10.4324/9780429429620-9","url":null,"abstract":"‘Flipping the system’ must broaden the ways that expertise is put to work in education policy and practice. Over the past few decades, system-wide assessment has become a dominant tool that governments and education authorities use to influence student, teacher, classroom and school priorities. The rise of International Large Scale Assessments (ILSAs), and their subsequent rankings, administered in national and sub-national contexts has changed the ways that the work of teachers and schools is represented and understood yet the voice of educators in interpreting these results is often missing. One problem is that the technical expertise used to create these assessments makes them very difficult to properly interpret for those without specialist knowledge and skills. Essentially, ILSA development takes place in ‘black boxes’. This ‘black boxing’ is a problem because the processes through which data are collected are directly linked to the question of how data should be validly interpreted. Given schools are required to use data to inform their practice, they may not have the expertise to do this effectively. This is the problem of displacement: expertise associated with ILSAs is displaced from the sites at which decisions are being made. The question is: What might be done? In this paper we propose that organisations that design, administer and analyse ILSAs, the education ministers and governments that pay for the tests, and the school systems that use them need to prioritise strategies for solving the problem of displacement. In this chapter we offer some simple strategies for addressing the problem of displacement by asking educators to engage in a validity conversation concerning the interpretation and use of ILSAs and their use by the policy community to measure quality educational systems.","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124750099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-28
Scott Eacott
{"title":"Empowering educators through flipped school leadership?","authors":"Scott Eacott","doi":"10.4324/9780429429620-28","DOIUrl":"https://doi.org/10.4324/9780429429620-28","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114872186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-14
A. Hargreaves, S. Washington, Michael T. O'Connor
{"title":"Flipping their lids","authors":"A. Hargreaves, S. Washington, Michael T. O'Connor","doi":"10.4324/9780429429620-14","DOIUrl":"https://doi.org/10.4324/9780429429620-14","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132413080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-30
P. Browning
{"title":"A culture of trust","authors":"P. Browning","doi":"10.4324/9780429429620-30","DOIUrl":"https://doi.org/10.4324/9780429429620-30","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132937521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-29
Rebecca Cody
{"title":"Riding two wild horses","authors":"Rebecca Cody","doi":"10.4324/9780429429620-29","DOIUrl":"https://doi.org/10.4324/9780429429620-29","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134604021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-22
P. Sahlberg
{"title":"Equitable education in Australia","authors":"P. Sahlberg","doi":"10.4324/9780429429620-22","DOIUrl":"https://doi.org/10.4324/9780429429620-22","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128996793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-18
K. Lowe
{"title":"Learning with connection","authors":"K. Lowe","doi":"10.4324/9780429429620-18","DOIUrl":"https://doi.org/10.4324/9780429429620-18","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114809718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-16
Melitta Hogarth
Indigenous education policy, reviews and reports have consistently sought for the inclusion of Aboriginal and Torres Strait Islander peoples in all levels of decision-making. The notion of Indigenous voice and therefore, providing Aboriginal and Torres Strait Islander peoples opportunity to contribute and address the perceived issues in Indigenous education emulates the notion of self-determination. However, despite policy rhetoric making claim to do this, actions and evidence suggest the silencing and marginalisation of Indigenous peoples. In this paper, I will provide example of the various mechanisms ‘put in place’ by policy that counter the goodwill intentions shared in policy discourses. Identification of the discursive trickery ‘at play’ to allude to the involvement of Aboriginal and Torres Strait Islander peoples will be explored.
{"title":"“In 2017 we seek to be heard”","authors":"Melitta Hogarth","doi":"10.4324/9780429429620-16","DOIUrl":"https://doi.org/10.4324/9780429429620-16","url":null,"abstract":"Indigenous education policy, reviews and reports have consistently sought for the inclusion of Aboriginal and Torres Strait Islander peoples in all levels of decision-making. The notion of Indigenous voice and therefore, providing Aboriginal and Torres Strait Islander peoples opportunity to contribute and address the perceived issues in Indigenous education emulates the notion of self-determination. However, despite policy rhetoric making claim to do this, actions and evidence suggest the silencing and marginalisation of Indigenous peoples. In this paper, I will provide example of the various mechanisms ‘put in place’ by policy that counter the goodwill intentions shared in policy discourses. Identification of the discursive trickery ‘at play’ to allude to the involvement of Aboriginal and Torres Strait Islander peoples will be explored.","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132822799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-07DOI: 10.4324/9780429429620-11
Carol L. Campbell
{"title":"Developing teacher leadership and collaborative professionalism to flip the system","authors":"Carol L. Campbell","doi":"10.4324/9780429429620-11","DOIUrl":"https://doi.org/10.4324/9780429429620-11","url":null,"abstract":"","PeriodicalId":271941,"journal":{"name":"Flip the System Australia","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129096207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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