Jill Willis

Jill Willis

Queensland University of Technology
Australia

Jill Willis is a lecturer at Queensland University of Technology in Brisbane, where she teaches undergraduate and postgraduate courses and conducts research related to the development of learner agency through assessment, learning space design and communities of practice. She was a leader in the Kelvin Grove Teacher Education Centre of Excellence, preparing beginning teachers for successful rural teacher experiences. She is currently leading a digital transformation of the Leadership and Management in Education postgraduate course.

Jill holds a PhD in Education from the Queensland University of Technology and a master’s degree in Educational Leadership from the James Cook University. She has worked as a school leader and teacher in Australian government and independent schools.

  REASONS I’M A MEMBER OF THE TEAM:

I had the privilege of attending the last International Symposium in Norway. I met and conversed with some of my intellectual heroes and they shaped much of my early career research direction. I am keen to further build the collaboration across international boundaries so we can continue to find ways to support teachers in their assessment practices that improve student learning.

  CURRENT FOCUS:

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TITLE OF PRESENTATION:
Teacher Assessment Literacy

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Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this presentation situated conceptualisations of classroom assessment literacy are analysed using Bernstein’s (1999, 2000) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing from three recent Queensland research inquiries that examined teacher assessment practices, interpretations of the teacher’s role in developing assessment literacy as framed within one sociocultural view of learning are presented. The authors conceptualise teacher assessment literacy as a context dependent social practice that involves teachers articulating and negotiating classroom and cultural knowledges with learners, and one another, in the initiation, development and practice of assessment to achieve the learning goals of students and to develop student knowledge and potential.

  TO FIND OUT MORE ABOUT MY WORK:

http://eprints.qut.edu.au/view/person/Willis,_Jill.html

  MORE RESOURCES:

Citation – Please refer to information and materials available on this website, in this way:

Citation:
Fifth International Symposium on Assessment for Learning (April, 2014).
     Website International Symposium on Classroom Assessment.
     Accessed at: http://assessment4learning.com/

Slides used: Australian group presentation
Ⓒ2014 Jill Willis, Lenore Adie, Vince Geiger, Esther Care, and Joy Cumming

 

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