Managing forces to achieve fair judgements in the AfGT

Year: 2019

Author: Morey, Val, Walker, Rebecca, Morrison, Chad

Type of paper: Abstract refereed

Within the Life Course model, the transition from mobilisation into implementation can bring with it some sharpening of the impact of resisting forces: it is at this stage that the realities of adjusting both perspectives and practices can create challenges as well as enable growth. Implementation of the AfGT affords opportunities to consider the nature of judgements and assessment practices within the evolving policy and professional contexts of this work. Consideration of the implementation environment, the nature of assessment practices required and the evolving roles and perspectives of those closely connected to AfGT resonate with the Life Course model.

Examining our broad ideas about the nature and processes of judgement provides valuable scrutiny of the inherent fairness of the ways in which we assess and moderate our pre-service teachers’ AfGT submissions. Hawe (2002) discusses the need to recognise that experienced educators’ judgements of pre-service and newly graduated teachers may be quite personalised and often emotionally invested. Thus, it is helpful to incorporate an understanding of the ways in which such considerations might play out as we seek to implement assessment and moderation of the AfGT in ways that are not only valid and robust, but fair and socially just. The Australian Professional Standards for Teachers as a framework, the Teaching Performance Assessment as a capstone assessment, or the AfGT specifically as an instrument might align with or might trouble personal views. Similarly, they may create complexities in ensuring inclusivity for all students and their contexts. The challenge for the professionals collaborating in standard-setting and moderation of pre service teachers work in the AfGT is to achieve coherence and fairness of judgement at group level, when personalised perspectives or contextual considerations are confronted. Doing so requires the strategic application of leadership, targeted resourcing and the structures and systems as driving forces for change that are present in the consortium and which will mitigate the resisting forces.

This presentation examines the processes described and provides a window into how relevant resisting forces might be recognised but ultimately managed to enable implementation and eventual embedding of the AfGT in ways which are inclusive of and fair to all. The presentation utilises Academic Role Playing as an effective way to engage participants and observers in seeing how resolution and understanding can be achieved for real-life problems (Joyce, Weil, & Calhoun, 2009).