Clayton, Berwyn (1998) Informing policy and practice at the micro level. In: The First National Conference of the Australian Vocational Education and Training Research Association, 1998, Sydney. (Submitted)

Abstract

The Canberra Institute of Technology’s Assessment Project has used a teacher-centred action research approach to encourage educational change. Practitioners identify what they consider to be an important assessment issue to examine and generate concept proposals for their projects. They then carry out the research, present their findings to their peers and implement and evaluate the changes. This approach acknowledges that individual teachers are more likely to accept and implement better practice when they are given the opportunity to actively participate in research, development and decision-making processes. The outcomes of their research have been influential in generating better assessment practice. The findings have also informed the development and revision of policies at the institutional, faculty and departmental levels. More importantly, teacher-researchers have moved forward with enhanced self-confidence to accept a major role in the professional development of their peers. The Institute Assessment Project has generated a growing interest in research as an agent for change within CIT. This paper reports on the changes wrought by some of these research projects and presents evidence of better assessment policy and practice at the micro

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