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121.
In this paper we examine variations in Honours programs in Australian universities and the consequences that this has for
students who wish to undertake higher degrees by research after their undergraduate programs have been successfully completed.
Our review of universities’ Honours programs across rural, regional, and urban Australia has indicated that there is a degree
of variation that is localised as far as each university is concerned, and that there is a lack of consistency in various
universities’ application of policies or procedures in the implementation of their Honours programs. We conclude by calling
for greater consistency across universities in Australia in the awarding of Honours, certainly, but also suggesting that a
review needs to be undertaken as part of national, systematic and orchestrated project. 相似文献
122.
123.
Assessment of students’ learning in school is deeply implicated in teaching for social justice. Yet classroom assessment is
neglected relative to other aspects of curriculum and pedagogy in the literature on teaching for social justice. Some books
have a relatively clear theory of anti-oppression education at their core but do not provide details about the links between
assessment and their anti-oppression theory, while others provide a more detailed view of assessment practices but do not
specify precisely how particular assessment strategies either promote or hinder anti-oppression education. This article provides
a theoretical framework that spotlights key links between teaching for social justice and classroom assessment. To illustrate
these connections, we draw on guided group discussions with ten high school social studies and English teachers, interested
in pursuing professional development in this area. We conceptualize assessment as a set of institutional processes with the
potential either to inhibit or nurture the development of young people as well as their capacity for self-determination. We
analyze: (a) how teachers, through various assessment practices, can attempt to enable equitable relations within and beyond
the classroom; and (b) performance standards aimed at helping teachers assess their students’ progress toward becoming more
socially responsible and, ultimately, more self-determining. We conclude that even as teachers struggle to enact more socially
just assessment practices, they need to communicate clearly with students and parents about what constitutes equitable assessment
and what institutional practices, by contrast, sow seeds of self-doubt and lead to destructive labeling, ranking, and gate
keeping. 相似文献