The Learner Journal Collection Award

The Learner Journal Collection offers an annual award for newly published research or thinking that has been recognized to be outstanding by members of The Learner Research Network.

Award Winner for Volume 23

Renewing Assessment Practices: Literacy Teaching and Learning in Digital Environments

Interpretations of “literacy” and approaches to literacy pedagogy and assessment are under renewal as meaning-making and learning are increasingly situated in digitized environments. While the implications of these shifts are in part technological, they are also relational, as students are increasingly positioned as interactive with participatory roles in self-knowledge and increased responsibility for their learning. However, while shifts are occurring in understandings of literacy and approaches to literacy pedagogy, the same cannot be said for the way in which assessments of digital literacies are undertaken. There is a lack of valid, reliable, and practical assessments of new literacies to inform and help students to become better prepared for study, work, and citizenship in digital environments. This article maps five characteristics of effective formative assessment in print-based classrooms with seven affordances in digital learning and assessment to suggest an analytical framework for examining teacher and student assessment in digital environments. Drawing on data from a research project in which a team of teachers introduced a one-to-one computing program and worked to renew their literacy assessment practices, this article discusses how each of the seven affordances are enacted in the assessment practices in a years five and six primary school classroom. The findings from this research project show that educational technologies have the potential to enable new approaches to teaching, learning, and assessment that better align with the needs of twenty-first century literacy learners. The findings also support approaches to formative assessment that value print and multimodality and engage students in more flexible and differentiated ways. They can enable teachers and students to be re-positioned as designers, knowledge producers, and collaborative learners. The seven affordances provide a framework that holds rich possibilities for teacher learning and planning as prompts to support reflection on formative assessment practices, critique habitual practices, and consider new opportunities.

Past Award Winners

Volume 22

The Power of Pedagogy: When All Else Fails

Deslea Konza and Susan Main, The International Journal of Learning: Annual Review, Volume 22, Issue 1, pp.9–29

Volume 21

Virtual Supervision of Teacher Candidates: A Case Study

Barbara Schwartz-Bechet, The International Journal of Learning: Annual Review, Volume 21, Issue 1, pp.1–12

Volume 20

Digital Texts, iPads, and Families: An Examination of Families' Shared Reading Behaviours

Katrina McNab and Ruth Fielding-Barnsley, The International Journal of Learning: Annual Review, Volume 20, Issue 1, pp.53–62

Volume 19

Teacher Understandings of Orientation and Transition Programs from Action Research in Five Schools

Tess Boyle and Susan Grieshaber, The International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp.15–27

Volume 18

Shared Decision-Making in School Governance: A Case Study of Two Soweto Secondary Schools

Patrick Mafora, The International Journal of Learning, Volume 18, Issue 6, pp.97–108

Volume 17

Improving the Practice of Giving Feedback on ESL Learners‘ Written Compositions

Bernard Ouma Mikume and Samuel Ouma Oyoo, The International Journal of Learning, Volume 17, Issue 5, pp.337–354

Volume 16

Futuristic Schools: “Little Red Dot” Strategies in a Globalised Economy

Siew Kheng Catherine Chua, The International Journal of Learning, Volume 16, Issue 8, pp.393–404

Volume 15

“What are Nice Guys Like them doing in a Place Like that?”: Education Journeys from Australian Indigenous Students in Custody

Vicki Adele Pascoe and Kylie Radel, The International Journal of Learning, Volume 15, Issue 1, pp.301–310